Transforming the Role of Islamic Religious Education (PAI) Teachers in Responding to Changes in Student Character in the Digital Era

Desti  Zahra; Umi Amanda  Putri; Aprian  Saputra; Idham  Kholid; Erlina Erlina; Oki  Dermawan

doi:10.58230/w37dcj91

Authors

Desti Zahra Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia
Umi Amanda Putri Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia
Aprian Saputra Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia
Idham Kholid Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia
Erlina Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia
Oki Dermawan Raden Intan Lampung State Islamic University, Bandar Lampung, Indonesia

DOI:

https://doi.org/10.58230/w37dcj91

Keywords:

Islamic education; digital literacy; role modeling; moral education; library research

Abstract

Digitalization has changed how students learn, interact, and encounter religious authority, which challenges the character-building mission of Islamic Religious Education (PAI) teachers. This article examines how the roles of PAI teachers are being reconfigured in response to reported changes in student character, and proposes a conceptual framework that links these changes, the conditions that enable or constrain teachers, and six role shifts.

The study is a narrative-integrative literature review with thematic analysis of 18 journal articles published in 2024–2026 (15 primary SINTA-accredited studies and three comparator studies), supplemented by legislation and Qur'anic verses. Studies were selected against explicit inclusion criteria, extracted into a synthesis matrix, and analyzed around four research questions.

The reviewed studies report weaker self-regulation, shifting attitudes and values, reduced moral sensitivity, and exposure to religious content of unclear authority, but none tests a causal link between digital media use and character change. Teachers face constraints at three levels: the teacher (digital literacy, teaching habits), the school (infrastructure, the normative nature of PAI content), and the environment (limited family collaboration). Evidence on teachers' digital competence conflicts: contextual studies report gaps, whereas a national survey of 12,002 teachers reports generally high competence. Six role shifts are identified: digital role model; facilitator and curator of religious content; religious digital literacy educator; spiritual mentor and character counselor; learning innovator; and family and community partner.

The framework adds an explanatory chain from reported character concerns to enabling conditions, teacher roles, and intended character outcomes, grounded in Lickona's character components, social learning theory, TPACK, and Islamic educational principles, and states it as seven testable propositions. It does not change the aim of Islamic education but renews its means. Because it is a conceptual synthesis that has not been empirically validated, field, quasi-experimental, and instrument-development studies are needed to test it.

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