<![CDATA[Previous studies have examined the role of Islamic education in developing students’ religious character and social responsibility, but the relationship between these outcomes and the mechanisms underlying their development remains insufficiently synthesized. This study examines how Islamic schools contribute to students’ religious character and social responsibility through a Systematic Literature Review (SLR). Following the PRISMA 2020 framework, 23 studies identified from Scopus, Web of Science, and Google Scholar were analyzed thematically. The findings identify five related mechanisms: Islamic school culture, religious habituation, teacher role modelling, curriculum integration, and social engagement. These mechanisms perform complementary functions in character development. School culture and teacher modelling provide consistent behavioural examples, while religious learning and habituation support the practice of Islamic values. Social engagement enables students to apply these values through cooperation, empathy, helping others, and responsibility. The synthesis indicates that religious character and social responsibility are interconnected outcomes rather than separate dimensions. Islamic values such as amanah, ta'awun, ukhuwah, and ihsan provide a moral foundation for socially responsible behaviour. The findings suggest that integrated educational practices can strengthen the connection between religious values and students’ everyday social behaviour.]]>
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