RECONSTRUCTION OF ISLAMIC EDUCATION THROUGH TECHNOLOGY-BASED PEDAGOGICAL INNOVATION FOR SUSTAINABLE DEVELOPMENT
M. Dahlan R

Universitas Muhammadyah Tangerang

Abstract

This study addresses the need to reconstruct Islamic education in response to digital transformation and the global sustainable development agenda. While technology has shaped educational practices, its integration in Islamic education remains fragmented. It is often limited to instrumental use, leaving unresolved questions about values, pedagogy, and sustainability. Therefore, this study analyzed the core concepts of Islamic education and identified contemporary challenges related to sustainable development. It also examined relevant technology-enhanced pedagogical innovations and formulated a reconstructive model supporting the Sustainable Development Goals. A qualitative-descriptive approach with a conceptual design based on library research was employed. Data were gathered through documentation and systematic literature tracing and analyzed using content and thematic analysis. The findings identify four themes: core values of Islamic education, technological challenges, pedagogical innovation patterns, and a reconstructive model. The study shows that Islamic education has a normative foundation compatible with sustainability. However, it requires pedagogical and institutional transformation so that technology functions as a meaningful learning ecosystem rather than merely an instructional tool. The study presents an integrative conceptual framework connecting Islamic educational values, technology-enhanced pedagogy, and sustainable development.

Keywords: islamic education- digital pedagogy- sustainable education- curriculum reconstruction- transformative learning

Topic: Ethonopedagogy (Local Wisdom, Socio Culture)