This issue presents six peer-reviewed articles contributed by scholars from Indonesia, Malaysia, China, Egypt, Thailand, Cambodia, and other international academic institutions, highlighting contemporary transformations in Islamic education within the digital and pedagogical era. The issue explores diverse themes, including emotional intelligence through mindfulness and cooperative learning, teachers’ divergent thinking and metacognitive development, digital transformation in madrasa education through TPACK, HOTS, and Internet of Things (IoT), the implementation of outcome-based education for fostering critical thinking in Islamic higher education, as well as workplace social support and work-life balance among Islamic Religious Education teachers. These studies emphasize reflective pedagogy, digital innovation, ethical and spiritual dimensions of learning, teacher professional development, and context-sensitive educational transformation grounded in Islamic values.