<![CDATA[The development of digital technology provides opportunities for teachers to create Islamic Religious Education (PAI) learning that is more interactive and responsive to students' needs. However, the use of technology in learning should not be limited to the use of applications or digital devices. Technology needs to be integrated into an instructional design that considers the relationship between learning objectives, instructional strategies, learning media, and assessment. This article aims to analyze the integration of digital technology into Islamic Religious Education instructional design, focusing on the alignment of these four components. This study employs a qualitative approach using a literature review method. The sources include scholarly journal articles and documents discussing digital technology integration, digital media in Islamic Religious Education, teachers' digital competence, and instructional design. The data were analyzed descriptively by identifying key ideas from relevant sources and relating them to the needs of PAI instructional design. The findings indicate that digital technology should be selected according to learning objectives, subject characteristics, instructional strategies, and assessment methods. Technology can enrich learning resources, diversify learning activities, and support learning evaluation. Nevertheless, its implementation requires attention to teachers' digital competence, access to technological facilities, and the validity of Islamic learning resources. Therefore, digital technology should be positioned as a supporting tool within a well-planned instructional design rather than as a replacement for teachers' roles in guiding religious understanding and students' moral development.]]>
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