<![CDATA[Islamic Religious Education (IRE) seeks to connect religious knowledge with values and everyday practice. This study examines the relationship between intended curriculum aims and reported school practices through a bounded structured literature review. A web search conducted on 27 September 2026 returned 29 records. Fourteen full-text reports were sought, 11 were assessed, and eight empirical journal articles published within the 2016–2025 eligibility period were included in the thematic synthesis. Supplementary literature informed the theoretical discussion and was distinguished from the included empirical corpus. The synthesis shows variation across school contexts: contextual learning, flexible teaching modules, and broader assessments coexist with constraints in teacher readiness, resources, time, and student autonomy. Strengthening implementation requires attention to teacher support, institutional conditions, assessment, and diverse learning needs. These qualitative findings do not establish causal effects or national prevalence. The review is limited by web-based retrieval, three unretrieved reports, and the absence of independent dual screening. It is therefore presented as a bounded structured review rather than a comprehensive multi-database systematic review.]]>
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