<![CDATA[Educational transformation in the digital era requires instruction that not only targets knowledge mastery but also fosters 21st-century skills without sidelining the fundamental values of Islamic scholarly heritage. However, the teaching of Fiqh al-Mawaris remains dominated by conventional teacher-centered approaches. Needs analysis reveals that although 88% of students expressed interest in Fiqh al-Mawaris, 68% identified inheritance-distribution calculations as the most difficult topic, and 62% reported that the large number of technical terms made the subject unengaging. This study aims to design an Interactive Project-Based Learning (Interactive PjBL) model integrated with information technology-based interactive learning media (FIMA-IT) to bridge Islamic scholarly heritage with digital pedagogy. Framing within Research and Development (R&D) using the Four-D (4D) framework, this paper focuses on the Define and Design stages. Data were collected through observations, interviews, questionnaires, and literature reviews, then analyzed through descriptive and qualitative methods. This research yields a preliminary instructional framework integrating PjBL syntax, constructivist learning theory, authentic problem-solving, FIMA-IT media, and Islamic educational epistemology. The proposed model positions students as active agents through case-based inheritance projects, collaboration, digital exploration, and learning reflection. The study contributes an innovative pedagogical design connecting Islamic heritage with digital pedagogy to foster contextual, interactive, and student-centered learning. Future research is needed to empirically validate the model's validity, practicality, and effectiveness.]]>
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