Accelerating Digital Transformation in Islamic Education: Insights, Gaps, and Conceptual Frameworks

This article reports a systematic literature review of recent work on the digital transformation of Islamic education. Following PRISMA, we searched Scopus and Web of Science for studies published in 2023 and 2024. After screening, and after appraising quality with the Mixed Methods Appraisal Tool (MMAT), we retained 18 studies for analysis. The challenges reported in these studies are not separate problems; they are tied to one another. Unequal digital access sits at the base, shaping both the readiness of infrastructure and the capacity of teachers, and weak pedagogical training in turn limits what teachers can do with the technology they have. Whether digital learning is accepted, and whether it lasts, also depends on how well it fits cultural and religious expectations. We read these findings through digital divide theory, the TPACK framework, and diffusion of innovations theory, and from them we build a three-dimensional perspective that links structural, pedagogical, and cultural factors. The scope of the review is modest, but its results speak to policymakers, teachers, and researchers, especially in settings where digital education is still taking shape.