<![CDATA[Personalized learning adapts goals, pathways, pace, content, interaction, and assessment to learner characteristics. In Islamic education, personalization must connect individual learning needs with knowledge, adab, spirituality, character formation, and the pedagogical relationship between learners and educators. This study expands a previous systematic literature review by broadening the international scope and using a more sensitive search vocabulary. Reporting follows PRISMA 2020. Nine semantic searches in the SciSpace Academic Index yielded 90 candidate records; 15 unique records were added through manual searching, citation chasing, and publisher-page verification. After removing 27 duplicates, 78 records were screened, 57 reports were assessed for eligibility, and 42 studies were included in a qualitative thematic synthesis. Five implementation patterns emerged: learner-profile-based differentiation; adaptive learning and AI; personalization of Qur'an, tahfiz, and tajwid learning; digital-hybrid learning in pesantren; and learner autonomy with flexible learning. The most consistent evidence concerns improved flexibility, access, engagement, motivation, individualized feedback, and support for learning outcomes. Key challenges include infrastructure inequalities, educator digital competence, learner self-regulation, AI accuracy and interpretability, privacy, algorithmic bias, and the risk of weakening mentoring and value transmission. The review updates the Value-Sensitive Personalized Islamic Learning (VSPIL) framework by integrating learner profiles, adaptive pathways, learner agency, teacher/ustadz mentoring, competency-and-values assessment, digital-hybrid flexibility, and ethical data governance. Future research should prioritize intervention studies, longitudinal and cross-country comparisons, and pedagogical evaluation of Qur'anic technologies that currently tend to emphasize technical accuracy more than educational outcomes.]]>
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