<![CDATA[Islamic Qur’anic Education Centers (Taman Pendidikan Al-Qur’an/TPQ) play an important role in providing religious education to children, particularly in developing Qur’anic reading and writing skills. Their educational activities require more than appropriate teaching methods; they also depend on human resources, institutional management, family involvement, and community support. Islamic Religious Counselors have a strategic position in supporting these activities through informative, educational, consultative, and advocative functions. This article aims to analyze the role of Islamic Religious Counselors in Qur’anic literacy development by examining the relationship between counseling functions, learning strategies, stakeholder collaboration, and institutional challenges. The article employs a literature review approach, examining regulations, academic books, and journal articles relevant to Islamic religious counseling and Qur’anic education. The literature is analyzed thematically to identify the relationship between counselors’ roles and the needs of Qur’anic literacy development. The discussion suggests that counselors should not be limited to delivering religious information but should also act as facilitators, liaisons, mentors, and supporters of collaboration among TPQ institutions, families, and communities. Qur’anic literacy development requires planned and gradual learning approaches, responsiveness to learners’ needs, continuous evaluation, and sustainable collaboration. This article is expected to contribute conceptually to the development of Islamic Guidance and Counseling practices in community-based Qur’anic education.]]>
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