<![CDATA[This article critically examines the development of Islamic Religious Education (PAI) curricula and instruction in Indonesian schools and madrasahs through an integrative lens linking curriculum design, classroom implementation, and learning assessment. Using a qualitative conceptual literature-review approach, the study analyzes academic literature published primarily between 2021 and 2026, supplemented by relevant foundational sources. The analysis identifies a recurrent misalignment between formal curriculum aims, pedagogical practice, and evidence of students’ religious and ethical development. Differences in subject organization between schools and madrasahs require differentiated instructional pathways without compromising shared educational purposes. The study proposes a contextual and iterative framework comprising needs diagnosis, coherent learning-outcome design, active instruction, multidimensional assessment, and evidence-based curriculum reflection. It argues that technological innovation should serve pedagogical and ethical objectives rather than become an end in itself. This framework provides conceptual guidance for curriculum developers and PAI educators; however, its effectiveness needs subsequent empirical testing]]>
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