THE HUMANISTIC–PROPHETIC ISLAMIC LEARNING PARADIGM FOR DEVELOPING LITERACY AND LEARNING INNOVATION IN ISLAMIC RELIGIOUS EDUCATION IN THE POST-DIGITAL ERA

Abstract

Islamic Religious Education (IRE) faces an epistemological challenge in responding to the demands of the post-digital era. Although it is expected to cultivate moral character and spiritual awareness, its instructional practices often remain dominated by doctrinal transmission, teacher-centered approaches, and limited critical engagement. This article proposes the Humanistic–Prophetic Islamic Learning Paradigm as a conceptual framework for developing literacy and learning innovation in IRE. The study employs qualitative library research with a critical-conceptual approach, integrating content analysis of classical and contemporary Islamic educational literature, comparative analysis of UNESCO and OECD literacy frameworks, and hermeneutic synthesis informed by critical pedagogy. The findings reveal a paradigmatic gap between the textual-doctrinal orientation of IRE and the multidimensional competencies required in contemporary society, including epistemological, digital, spiritual, and social literacies. To address this gap, the proposed paradigm integrates humanistic values, prophetic ethics, reflective spirituality, and ethical technology-enhanced learning. It positions learners as active, reflective, and socially responsible individuals capable of critical inquiry and meaningful engagement with digital knowledge while maintaining Islamic ethical principles. The study contributes to the reconstruction of IRE from doctrinal instruction toward transformative, dialogical, and reflective learning, providing a conceptual foundation for designing ethical AI-supported learning and strengthening multidimensional Islamic literacy in the post-digital era