<![CDATA[This study examines how artificial intelligence and immersive technologies inform instructional design for Islamic education in Indonesia. The review framework covers publications from 2018 to 2024 and identifies Scopus, Google Scholar, DOAJ, and SINTA-accredited journal portals as search sources. Methodological reconstruction follows PRISMA 2020 reporting guidance and proposes descriptive mapping, thematic synthesis, and critical appraisal. The provisional synthesis identifies applications involving automated feedback, assessment, worship simulations, and contextual learning. Reported benefits concern feasibility, engagement, and selected learning outcomes, but heterogeneous designs and incomplete appraisal prevent conclusions about consistent effectiveness. Instructional alignment, teacher mediation, infrastructure, and Islamic ethical considerations emerge as important dimensions for interpretation. The study's originality lies in an organizing perspective that distinguishes technological capabilities, instructional practices, and demonstrated outcomes rather than assuming that innovation guarantees educational improvement. It provides a basis for evaluating technology use through pedagogical relevance, content accuracy, accessibility, and responsible implementation. Findings remain provisional pending completion of the study inventory and appraisal. Carefully evaluated pilots, sustained teacher development, and longitudinal research are recommended before broader adoption across diverse Indonesian institutions and educational levels.]]>
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