<![CDATA[This study examines axiological differences between Islamic education and Western educational traditions and their implications for learning orientations. Using qualitative library research and comparative philosophical analysis, it examines journal articles and primary sources concerning values, human nature, educational purposes, and pedagogical practices. Findings indicate that Islamic education is grounded in tawhid, positioning revelation as the primary normative source and reason as an interpretive instrument. This foundation integrates knowledge, ethics, spirituality, social responsibility, and balance between worldly life and the hereafter. Conversely, the pragmatic and progressive traditions examined emphasize experience, active participation, problem solving, and education’s relationship with social life. These differences do not necessarily imply incompatibility. Contemporary pedagogies can be incorporated through critical selection and adaptation to Islamic values and objectives. The study proposes a conceptual synthesis linking value sources, conceptions of humanity, educational goals, learning orientations, pedagogical choices, and learner development. Furthermore, maqāṣid al-syarī‘ah offers a normative framework for evaluating public interest, potential consequences, and pedagogical alignment. This synthesis supports contemporary pedagogical integration while preserving Islamic education’s ethical and spiritual foundations in educational contexts.]]>
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