Mobile learning (m-learning) has emerged as a transformative force in education, prompting significant exploration of its potential within Islamic Studies. This systematic review critically examines a diverse array of studies to provide a comprehensive overview of the integration of m-learning in Islamic education. As technology reshapes education, m-learning’s impact on Islamic Studies becomes a focal point. Moreover, the digital era presents opportunities to enhance engagement and accessibility to sacred knowledge. Traditional Islamic education faces challenges in adapting to modern learning paradigms. The exploration of m-learning’s role addresses the need for innovative approaches. This review analyzes educators’ readiness, the development of Islamic mobile applications, the efficacy of m-learning tools in Quranic education, and the dimensions of effective m-learning within Islamic Studies. A systematic approach was employed to select and analyze relevant studies. Consequently, these studies encompassed diverse geographic and educational contexts, providing a holistic view of m-learning in Islamic education. M-learning holds transformative potential within Islamic Studies. It presents an avenue to bridge tradition and innovation, making Islamic knowledge accessible and engaging. Educators, scholars, and learners can harness technology to enrich and disseminate Islamic teachings in a contemporary context. Furthermore, this systematic review offers comprehensive insights to guide the integration of m-learning in Islamic education, promoting a dynamic synthesis of heritage and progress.
