<![CDATA[The rapid pace of social transformation and technological advancement in the digital era requires a redefinition of teacher professionalism, especially in Islamic Religious Education. Teacher professionalism today goes beyond content mastery and pedagogy, encompassing adaptability, digital literacy, ethical awareness, and responsiveness to students’ socio-cultural contexts. This study uses a qualitative descriptive approach through library research to examine the challenges faced by Islamic Religious Education teachers and the strategies needed to enhance their competence. The findings highlight key challenges, including limited digital skills, changing student values influenced by social media, and lack of institutional support. Therefore, improving digital literacy, encouraging reflective teaching practices, and strengthening sustainable professional learning communities are crucial to maintaining the relevance and effectiveness of Islamic Religious Education.]]>
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