The Transformation of Ulum Al-Qur'an Studies in Islamic Education in the Era of Society 5.0

Abstract

The development of digital technology in the Society 5.0 era has significantly transformed Islamic education systems, including Ulum al-Qur’an studies, which face the challenge of maintaining classical scholarly authority while adapting to the needs of digital-generation learners. The increasing accessibility of religious information through digital platforms provides opportunities for learning development but also creates challenges such as limited source literacy, fragmented religious understanding, and weak information verification skills. This study aims to analyze the transformation of Ulum al-Qur’an studies in Islamic education within the Society 5.0 era, identify challenges and opportunities in digital-based learning, and formulate a relevant humanistic-digital learning model for contemporary Islamic education. This research employed a mixed-method approach with a sequential explanatory design involving quantitative and qualitative data collected from lecturers and undergraduate students enrolled in Ulum al-Qur’an courses at Islamic higher education institutions. Data were analyzed using descriptive statistics and the Miles and Huberman qualitative analysis model. The findings reveal that digital transformation improves learning flexibility, access to scholarly resources, and student participation; however, challenges remain, including social media dominance, limited classical text literacy, and partial religious understanding. This study concludes that the humanistic-digital learning model provides a strategic framework for transforming Ulum al-Qur’an studies by integrating technology, Qur’anic literacy, critical thinking, and spiritual character development.