A Systematic Literature Review (SLR) on the Use of Augmented Reality (AR) Technology in the Teaching and Learning of Islamic Education

This systematic literature review (SLR) was conducted to examine the effectiveness of Augmented Reality (AR) technology in the teaching and learning (T&L) of Islamic Education. AR, as a technology that merges virtual and real elements, has the potential to enhance students' learning experiences through more interactive visualisation of religious content. The objective of this study is to identify the approaches, effectiveness, and challenges of AR implementation within the context of Islamic Education, as well as to propose directions for future research. The PRISMA method was employed to ensure a transparent and comprehensive systematic review process. Searches were conducted across three major databases DOAJ, ERA and ERIH Plus using keywords related to AR and Islamic Education, resulting in 14 selected articles based on eligibility criteria. The findings were thematically analysed and yielded three key themes: integration of technology in Islamic Education, pedagogical transformation and instructional design, and values, concepts and ethics in digital education. AR was found to significantly improve students’ motivation, engagement, and understanding of Islamic concepts, while also promoting self-directed and student-centred learning. However, the implementation of this technology faces challenges in terms of teacher competency, the digital divide, and the need for ethical guidelines anchored in maqasid shariah. This study recommends that the development of AR-based instructional models in Islamic Education be designed holistically, inclusively and grounded in Islamic values. Future research should focus on teacher training, the development of Islamic technology-based curricula, and educational policies that support ethical and effective digital integration.