The Transformation of the Epistemology of Islamic Education in Islamic Boarding Schools: The Dialectic of Heritage, Digital Literacy, and the Challenges of Globalization

Abstract

This study examines the epistemological transformation of Islamic education in pesantren amid the rapid development of digital technology and the increasing pressures of globalization. The research aims to analyze how pesantren negotiate the dialectical relationship between turats (classical Islamic intellectual heritage), digital literacy, and contemporary global challenges while maintaining their educational identity and religious values. This study employs a qualitative library research approach by reviewing scholarly literature, policy documents, and recent studies related to Islamic education, digital transformation, and pesantren development. The findings reveal that the epistemological transformation of pesantren is characterized by the integration of traditional Islamic knowledge with digital competencies, resulting in a dynamic educational framework that combines preservation and innovation. The study identifies three major transformation patterns: the reinterpretation of turats through contextual approaches, the incorporation of digital literacy into learning systems, and the adaptation of educational practices to respond to global knowledge society demands. Despite concerns regarding cultural homogenization, information overload, and ethical challenges in digital environments, pesantren demonstrate considerable adaptability in developing a balanced model of Islamic education. The study concludes that the future sustainability of pesantren depends on their ability to harmonize classical Islamic epistemology with technological advancement and global engagement. The implications of this research highlight the importance of developing transformative educational policies and curricula that strengthen Islamic intellectual traditions while fostering critical, digital, and global competencies among learners.