<![CDATA[This study aims to examine the urgency of reconstructing Islamic educational philosophy and paradigms in response to the challenges of globalization, the dichotomy of knowledge, and the rigid-indoctrinated nature of traditional pedagogy. Although ideally transformative, the practice of Islamic education still faces methodological limitations and slow adaptation to technology. This research employs a qualitative method using a library research approach, utilizing content analysis and philosophical hermeneutics on relevant primary and secondary literature. The results indicate that the reconstruction of Islamic education must be focused on strengthening the foundation of tawhid, integrating science and religion, and reinforcing the role of humans as stewards (khalifah) on earth and education as an act of worship. The main argument presented is that renewing traditional paradigms toward modernization and integrative-interreflective paradigms is crucial for Islamic education to remain relevant without eroding its spiritual identity. The implications of this study recommend five key strategies: redesigning an integrative curriculum, strengthening critical consciousness-oriented learning methodologies, enhancing teacher competence with a prophetic-global perspective, transforming digital epistemology and cyber-ethics based on Akhlak Karimah, and revitalizing scientific research traditions for civilizational development.]]>
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