Nelson

Society 5.0 offers Islamic education new opportunities for personalized learning but also risks weakening intellectual agency, ethical judgment, and spiritual formation. This article analyzes the dialectic between technological modernization and the Islamization of knowledge to formulate a humanizing framework for Islamic education. It employs a qualitative integrative literature review supported by critical-philosophical and comparative-conceptual analysis. The synthesis proposes five interrelated dimensions: human dignity, epistemic verification, ethical responsibility, dialogical pedagogy, and accountable governance. These dimensions form the conceptual Humanization–Technology–Islamization of Knowledge Dialectic (DHT-IP) model, which proceeds through needs diagnosis, epistemic-ethical screening, pedagogical integration, and humanization evaluation. Technology is positioned as an instrument supporting learning and critical reasoning rather than replacing teachers’ moral judgment or learners’ responsibility. The model offers directions for curriculum, assessment, and institutional policy, while its effectiveness remains to be tested empirically across Islamic educational settings