<![CDATA[The enactment of Government Regulation Number 17 of 2025 on Electronic System Governance in Child Protection (PP Tunas), effective 28 March 2026, obliges high-risk digital platforms to deactivate the accounts of children under sixteen. This policy has generated a genuine dilemma between protecting children from digital harm and safeguarding their rights to information, participation, and informal learning. This study employs library research using an integrative literature review to examine how Islamic education can mediate this dilemma. Drawing on scholarly literature and policy documents indexed in Scopus, SINTA, ERIC, and DOAJ (2020-2026), and analysing them through thematic synthesis, the study develops three interrelated themes. First, the pro-restriction argument rests on documented digital risks, including cyberbullying, online sexual exploitation, and problematic use associated with mental-health harm. Second, restriction without educative intervention risks sacrificing children's informational rights and may displace, rather than remove, exposure to risk. Third, Islamic education offers an integrative resolution through a proposed Islamic Digital Readiness Framework comprising four tiers: protection, digital literacy, Islamic character formation (adab, amanah, tabayyun, muraqabah), and responsible participation. The study argues that a value-based educational approach is more sustainable than administrative restriction alone, and recommends that PP Tunas be complemented by an Islamic-values-based digital literacy programme involving schools, families, platforms, and the wider community.]]>
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