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The advancement of digital technology, artificial intelligence, biotechnology, and virtual reality has encouraged the emergence of post-humanist discourse, which challenges conventional perspectives on the nature of human beings, education, and human values. Within the field of Islamic education, post-humanism presents fundamental challenges concerning the position of human beings as creatures with spiritual, rational, and moral dimensions, while also bearing responsibility as servants of Allah and as khalifah on earth. This article aims to analyze the reconstruction of the role of Islamic educators in responding to the development of post-humanism in the digital era. This study employs a qualitative approach through library research by examining various literatures related to post-humanism, Islamic education, technological ethics, and the fundamental values of Islamic teachings. The findings indicate that Islamic educators are not only required to adapt to technological developments, but also need to serve as guardians of values, nurturers of morality, and guides of students’ spiritual awareness. This reconstruction of roles can be realized through the strengthening of digital literacy grounded in Islamic ethics, the internalization of tawhid values in the learning process, the development of critical thinking skills regarding the use of technology, and the affirmation of human dignity amid the potential for dehumanization. Therefore, Islamic education in the digital era needs to be directed toward shaping individuals who are not only technologically competent, but also possess spiritual depth, social awareness, and moral steadfastness. This article emphasizes that Islamic educators play an important role in connecting technological advancement with Islamic values so that education remains oriented toward the formation of holistic human beings.
The advancement of digital technology, artificial intelligence, biotechnology, and virtual reality has encouraged the emergence of post-humanist discourse, which challenges conventional perspectives on the nature of human beings, education, and human values. Within the field of Islamic education, post-humanism presents fundamental challenges concerning the position of human beings as creatures with spiritual, rational, and moral dimensions, while also bearing responsibility as servants of Allah and as khalifah on earth. This article aims to analyze the reconstruction of the role of Islamic educators in responding to the development of post-humanism in the digital era. This study employs a qualitative approach through library research by examining various literatures related to post-humanism, Islamic education, technological ethics, and the fundamental values of Islamic teachings. The findings indicate that Islamic educators are not only required to adapt to technological developments, but also need to serve as guardians of values, nurturers of morality, and guides of students’ spiritual awareness. This reconstruction of roles can be realized through the strengthening of digital literacy grounded in Islamic ethics, the internalization of tawhid values in the learning process, the development of critical thinking skills regarding the use of technology, and the affirmation of human dignity amid the potential for dehumanization. Therefore, Islamic education in the digital era needs to be directed toward shaping individuals who are not only technologically competent, but also possess spiritual depth, social awareness, and moral steadfastness. This article emphasizes that Islamic educators play an important role in connecting technological advancement with Islamic values so that education remains oriented toward the formation of holistic human beings.
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