<![CDATA[The rapid development of digital technology has transformed Qur'anic learning into online environments. However, many online Qur'anic learning practices remain technology-oriented without effectively integrating technology, pedagogy, and instructional content. This study aimed to analyze the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework developed by Punya Mishra and Matthew J. Koehler in online private Qur'anic learning for young adults at a non-formal Qur'anic Learning Institution (pseudonym). This qualitative case study involved one online Qur'anic instructor. Data were collected through in-depth interviews, observations of Google Meet learning sessions, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data trustworthiness was ensured through source and method triangulation and member checking. The findings reveal that all seven TPACK components were implemented in an integrated manner. The instructor utilized Google Meet, PowerPoint, recording features, and WhatsApp to support synchronous and asynchronous learning. Learner-centered pedagogy was implemented through individualized Iqra' and talaqqi methods, flexible pacing, immediate corrective feedback, and continuous progress evaluation. Tajwid, tahsin, and makhārij al-ḥurūf were taught through demonstrations, repetitive practice, and gradual scaffolding. The integration of technology, pedagogy, and content supported interactive learning and teacher–learner communication. According to the instructor's observations, learners demonstrated improvements in Qur'anic reading fluency and accuracy during the learning process, while digital platforms facilitated opportunities for practice beyond synchronous sessions. The study concludes that online Qur'anic learning depends on the instructor's ability to integrate technology, pedagogy, and content according to learners' individual needs.]]>
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