<![CDATA[The post-pandemic digital transformation has underscored the urgency of integrating Educational Technology (EdTech) into Islamic Religious Education (PAI). However, this rapid adoption frequently encounters cultural resistance, primarily because current technological designs fail to replicate the essence of spiritual interaction; thus, a critical evaluation utilizing the Technology Acceptance Model (TAM) framework is imperative. This study aims to explore current trends and innovations, while simultaneously evaluating the acceptance levels of mobile learning-based pedagogical approaches within PAI. The methodology employs a Systematic Literature Review (SLR) adhering to PRISMA guidelines, integrated with a bibliometric analysis via VOS viewer on 20 core articles extracted from the Scopus database. Analytical results reveal a shift in publication trends, moving from emergency remote systems toward interactive innovations, including gamification, Mobile-Assisted Language Learning (MALL), and Problem-Based Learning (PBL). Furthermore, bibliometric mapping exposes a technocentric bias: existing research is heavily dominated by the measurement of technical instruments and perceived ease of use, thereby leaving a significant gap in pedagogical evaluation. Key findings highlight an effectiveness paradox: while mobile learning demonstrates high perceived usefulness in fostering cognitive skills, it fails to facilitate the transfer of affective-spiritual values inherent in the traditional talaqqi method a limitation further exacerbated by the digital divide and emerging cyber threats. In conclusion, future research should prioritize the design of blended learning models, the formulation of robust cyber ethics, and the development of an Extended TAM that incorporates Islamic socio-psychological variables. These steps are essential to ensure that technology is fully embraced as an effective medium for holistic character development.]]>
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