ICHST InternationalConvention onHuman Sustainability Technology Research Article submitted to t h e journal https://conference.unupasurua.ac.id/index.ph p/ichst/index Subject Areas: Technological Innovation Keywords: nclusivistic; curriculum development; psychology; Sustainability; EdTech; Social Harmony. Inclusiveness in the Development of Islamic Religious Education Curriculum Based on Psychology: A Framework for Sustainable Humanity and Digital Adaptation Nurul Mawarindah 1* *Author for correspondence: mawarindah17@gmail.com SMP Negeri 4 Pasuruan, Indonesia How to Cite Mawarindah, N. Inclusiveness in the Development of Islamic Religious Education Curriculum Based on Psychology: A Framework for Sustainable Humanity and Digital Adaptation. Proceeding of the Excellent Campus and Technology Conference. https://eprosiding.unupasuruan.ac.id/i ndex.php/pectc/article/view/5. 39-50 The post-truth era and technological penetration have created social cybershock in Islamic boarding schools (Pesantren) and rural educational communities. High digital exposure is often not balanced by critical media literacy, threatening social trust and social cohesion, which are the cornerstones of community social sustainability. This Sociology of Communication research examines how Indonesian-language media literacy culture functions as a social filter and instrument of digital self-governance for students. Through Critical Media Content Analysis on digital platforms, this study aims to analyze the correlation between the internalization of language ethics and increased social trust in the social environment. The results indicate that promoting the use of standard and ethical Indonesian through technology serves as a credible communication bridge, significantly increasing community resilience against disinformation and conflict. This literacy is a vital component in developing sustainable human resources and maintaining the institutional sustainability of Islamic boarding schools amidst the challenges of Industry 4.0. 1. INTRODUCTION The contemporary context of Islamic Education (PAI) globally and regionally underscores its profound significance, closely tied to the UN Sustainable Development Goals (SDGs) (Haanurat et al., 2024; Safitri et al., 2023), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions) (Darmayanti & Farida, 2025; Hasanah et al., 2022; SANTIAGO et al., 2025). Indonesia plays a central role in fostering social harmony amidst the accelerating current of technological disruption. This global phenomenon provides the Primary Context, underscoring the urgency of reforming the PAI curriculum as a vital pillar for realizing a cohesive and ethical civil society. However, the reality on the ground indicates a Main Problem: PAI instruction at the primary and secondary levels often suffers from methodological stagnation, characterized by unengaging, uninnovative processes that frequently fail to effectively instill inclusive moral values (Haidar, 2021). Existing PAI curricula tend to prioritize the exclusive transmission of theological knowledge over the construction of a pluralistic religious understanding, thus potentially fueling intolerance and eroding the foundations of religious moderation among students. 40 The contemporary context of Islamic Education (PAI) globally and regionally underscores its profound significance, closely tied to the UN Sustainable Development Goals (SDGs) (Cholily et al., 2023; Utomo et al., 2023), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Indonesia plays a central role in fostering social harmony amidst the accelerating current of technological disruption (Vedianty et al., 2024). This global phenomenon provides the Primary Context, underscoring the urgency of reforming the PAI curriculum as a vital pillar for realizing a cohesive and ethical civil society (Mawaddah et al., 2024; Suadi, 2020). However, the reality on the ground reveals a Primary Problem: PAI instruction at the primary and secondary levels often suffers from methodological stagnation (Bakhri, Saiban, et al., 2022; Munir et al., 2024), characterized by unengaging and uninnovative processes that frequently fail to effectively instill inclusive moral values (Haidar, 2021). Existing PAI curricula tend to prioritize the exclusive transmission of theological knowledge over the construction of a pluralistic religious understanding, which may potentially fuel intolerance and erode the foundations of religious moderation among students. The foremost Challenge in this domain is formulating a PAI curriculum that not only remains competitive within the 21st-century pedagogical framework but also fundamentally develops a resilient (Darmayanti & Riono, 2024), ethical, and inclusive character capable of navigating the intense social polarization in the digital sphere. Adaptation to the digital age requires integrating transformative Technology (such as artificial intelligence and digital platforms) (Abdullah & Hasyim, 2023; Hidayat et al., 2024; Siri et al., 2020; Wahid & Arifin, 2024), while the dimensions of Humanity and Sustainability demand that the PAI curriculum must cultivate a morality resistant to extremism and contribute to long-term environmental ethics (Bakhri, Sumichan, & Putri, 2022). Specifically, current PAI curriculum development is still predominantly influenced by theological or sociological approaches, often neglecting the crucial role of developmental psychology in nurturing inclusive attitudes and empathy from an early age. These critical issues have spurred a body of Previous Research concerning PAI curriculum development and inclusiveness. Studies on PAI curriculum development include work by Abdullah, Adib, & Misbah (2021) on inclusive and integrative PAI curriculum development; Lutfi (2022), who reviews fundamental educational problems from sociological and cultural aspects; and Suadi (2020), who focuses on leadership in madrasah management. Concurrently, research on inclusion and technology in education has been conducted by Widyawati, Laudra, & Caw (2023), who employed a media-assisted constructivist approach for inclusive mathematics learning; Darmayanti, Lestari, & Arifin (2023), who examined the integration of artificial intelligence into the Islamic education curriculum; and Syafa, Ekaningsih, et al. (2020), who indirectly addressed social justice through zakat management. While these studies offer valuable contributions, they possess several Critiques and Weaknesses that create a discernible gap. Abdullah et al. (2021) focused on subject integration but lacked depth in establishing the developmental psychology foundation crucial for forming authentic (Bakhri, Saiban, et al., 2022; Bakhri & Alwi, 2021; Bakhri & Wulandari, 2020), inclusive attitudes. Lutfi (2022) and Suadi (2020), although relevant to curriculum and management issues, are heavily skewed towards sociological and leadership perspectives, consequently overlooking the dimension of character formation and inclusiveness from a psychological standpoint. The research by Widyawati et al. (2023) and Darmayanti et al. (2023) demonstrated the potential of media and AI; however, their application and impact were either specific to other subjects (Mathematics) or failed to formulate a holistic PAI curriculum framework (Fajri & Yusuf, 2023; Ikhwannudin et al., 2023; LUTFI & YUSUF, n.d.), instead being limited to partial technological integration. Finally, Syafa et al. (2020) and Bakhri et al. (2022) touched upon social ethics and sustainability but did not translate these concepts into an operational PAI curriculum model (Bakhri, Rofiq, et al., 2022; Hanum et al., 2022). Building upon the limitations and critiques of previous research, this study identifies a clear Research GAP: the absence of a PAI curriculum framework formulation that triadically synergizes Developmental Psychology (as the foundation), Inclusiveness/Humanity (as the core principle), and Ethical Sustainability/Technology (as the context and impact) into one coherent model. Accordingly, the Novelty of this research lies in the Thematic Synthesis derived from a Systematic Literature Review, which yields an Inclusive PAI Framework based on Psychology that explicitly links the principles of PAI inclusiveness with the central pillars of the ICHST conference. Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 41 The Theoretical Framework utilized in this research is Curriculum Theory, serving as the grand theory for the design and evaluation of educational components, substantively supported by Developmental Psychology Theory. The application of theories such as Piaget's cognitive theory aids in designing materials that stimulate critical thinking towards pluralism, while Erikson's psychosocial developmental theory is highly relevant for forming the ethical identity and empathic attitudes essential for inclusiveness. The Concepts employed include: (1) PAI Inclusiveness, defined as religious education that acknowledges and embraces student diversity as a divine principle (Sunnatullah); (2) Ethical Sustainability, viewed as the long-term impact of a curriculum that produces citizens responsible both socially and ecologically; and (3) Digital Adaptation (EdTech), used as an instrument for personalizing and facilitating inclusive learning. Due to its holistic nature and the solutions it proposes, this research is Compelling and Important to investigate because it not only addresses the problem of PAI methodological stagnation but also offers a curricular solution relevant to the ethical and technological demands of the 21st century. It represents a strategic effort to transform PAI from a rigid subject into a solid foundation for building Humanity and Sustainability through Technology innovation. Based on the contextual urgency and the identified research gap, the primary Objective of this study is to present the fundamental concept of inclusiveness and a sustainable framework for psychology-based PAI curriculum development, explicitly linking and directing its development toward the three ICHST pillars: Humanity, Sustainability, and Digital Adaptation (Technology). 2. Materials and Methods 2.1 Research Design The methodology for this research is structured to systematically review and synthesize existing academic literature to construct a novel theoretical framework. This section details the research design, data collection, analytical approach, instruments, and the processes ensuring the validity and reliability of the findings. 2.1. Research Design This study adopts a Qualitative approach, employing the Systematic Literature Review (SLR) method to achieve its objective: formulating an inclusive, psychology-based PAI curriculum framework linked to the ICHST pillars. The SLR design is crucial for minimizing bias and providing a reliable (Ahmad et al., 2023; Harahap & Uthman, 2024; Indarto et al., 2023), comprehensive overview of the current state of knowledge regarding PAI curriculum, developmental psychology (Mubarok et al., 2023a; Rohmat et al., 2024; Sungkawati & Uthman, 2024), inclusiveness, and technology integration (Cahyono, Sutomo, & Harsono, 2019). The process is highly systematic, involving defined protocols for identifying, evaluating, and synthesizing research, which enhances the rigor and replicability of the findings, positioning this as a powerful method for generating a new theoretical model (Creswell, 2015). The systematic nature of the design ensures that the synthesis is grounded exclusively in highquality empirical and theoretical articles (Asnawi et al., 2024; Pradana & Uthman, 2023; Wibisono et al., 2017), particularly those published between 2020 and 2025, that address the intersections between curriculum reform, social-emotional development, and educational technology in the context of Islamic education (Aji et al., 2022; Mubarok et al., 2023b, 2023c). The flow of this systematic process, from protocol development to the final framework synthesis, is illustrated in the diagram below (Abidin, Mispani, Yusuf, Setiawan, Wati, & Darmayanti, 2023; Abidin, Mispani, Yusuf, Setiawan, Wati, Darmayanti, et al., 2023; Bustomi, Saiban, et al., 2025; Maksum et al., 2023b). Prior to commencing the review process, the following systematic steps were implemented to ensure structured data retrieval and synthesis: Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 42 Figure 1: Systematic Literature Review Flow Chart The Systematic Literature Review Flow Chart (Figure 1) illustrates the six sequential stages followed to maintain methodological rigor. The process begins with Protocol Development (Bustomi, Suadi, et al., 2025a; Irmawati et al., 2024a; Maksum et al., 2023a), where the scope and research questions are clearly defined, followed by the Search Strategy (Bustomi, Suadi, et al., 2025b; Suadi & Tarwi, 2024b; Yusuf & Suadi, 2024), involving precise keywords and target databases like Google Scholar, Scopus, and ERIC. The next crucial step is Screening and Selection, where articles were filtered based on strict inclusion/exclusion criteria, such as the publication period (2020–2025) and relevance to the psychology-PAI-inclusiveness nexus. This is followed by Data Extraction using a coding instrument, and then a Quality Appraisal to assess the trustworthiness of the retrieved papers. The final stage, Thematic Synthesis, is where the extracted data is aggregated to inductively formulate the integrated PAI curriculum framework proposed in this study (Irmawati et al., 2024b; Suadi & Aisyah, 2024; Suadi & Tarwi, 2024a). 2.2. Data Collection Data collection in this Systematic Literature Review (SLR) was conducted through a structured search protocol designed to retrieve highly relevant and recent (2020-2025) academic works across major scholarly databases, ensuring maximal coverage and empirical freshness. The primary databases searched were Scopus (SUADI, 2018; Suadi, 2015, 2022), ERIC, and Google Scholar, using a comprehensive combination of Boolean operators (AND, OR) applied to keywords such as "Islamic Religious Education," "Curriculum Development," "Developmental Psychology," "Inclusiveness," and "Educational Technology" (Darmayanti, Lestari, & Arifin, 2023). This approach specifically targeted studies addressing the theoretical and empirical foundations for developing an inclusive PAI curriculum, moving beyond purely theological or sociological perspectives. The selection process rigorously adhered to the inclusion criterion of focusing only on peer-reviewed articles, book chapters, and conference proceedings from the last five years to guarantee that the synthesized framework reflects the most contemporary challenges and solutions in educational reform. This systematic data collection method is vital to gather robust evidence that justifies the necessity of integrating psychological perspectives into curriculum design for fostering sustainable inclusive character among students (Lutfi, 2022). Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 43 2.3. Data Analysis The collected data were analyzed using Thematic Synthesis, an advanced method well-suited for systematically combining findings from multiple qualitative and quantitative studies to generate new theoretical insights. This process began with coding the selected articles line-by-line, noting key concepts related to psychological foundations (e.g., Piaget’s stages, Erikson’s psychosocial identity), inclusiveness principles, and curriculum structure. Subsequently, these initial codes were grouped into descriptive themes (e.g., "AI integration for personalized PAI," "Empathy cultivation methods"), and finally, these descriptive themes were translated into analytical themes (e.g., "The Psychology-Technology-Humanity Triad in Curriculum"). Thematic Synthesis is a crucial technique for developing a comprehensive framework that addresses the research objectives, specifically by translating fragmented empirical findings into the coherent, multi-dimensional PAI curriculum model (Abdullah, Adib, & Misbah, 2021). The final framework is constructed by mapping the analytical themes to address each core research question. The following table provides the link between the study's research questions and the corresponding analytical approach. Table 1: Research Questions and Type of Analysis Research Question Indicator (What is Sub-Indicator (Key (RQ) being investigated) Components) Type of Analysis RQ 1: What is the basic concept of inclusiveness in a psychology-based PAI curriculum? PAI Inclusiveness Principles and Psychological Foundations Cognitive Development (Pluralism) and SocioEmotional Development (Empathy) Thematic Synthesis (Conceptual Categorization) RQ 2: How is the sustainable humanity framework realized through inclusive PAI? Curriculum Contribution to Social and Environmental Sustainability Ethical Sustainability (Hifzh al-Bi’ah) and Curriculum Perpetuity (Future-proofing) Thematic Synthesis (Framework Modeling) RQ 3: How is technology integrated for adaptive inclusive PAI? Digital Adaptation of PAI Curriculum Personalized Learning (AI), Digital Moderation Platforms, and EdTech tools Thematic Synthesis (Translational Mapping) 2.4. Research Instrument According to the Systematic Literature Review (SLR) methodology, the research instrument is not a physical survey or test, but rather a structured Review Protocol and Data Extraction Form, designed to ensure consistent and rigorous data handling across all selected articles. This formal protocol, which functions as the primary research tool, detailed the specific steps for database searching, article screening, quality assessment, and final synthesis (Widyawati, Laudra, & Caw, 2023). The Data Extraction Form, a component of this protocol, served as a standardized coding instrument for recording essential metadata (authors, year, journal, methodology) and extracting key substantive findings, including explicit statements related to curriculum problems, psychological interventions, inclusiveness outcomes, and technological implementation (Syafa, Ekaningsih, et al., 2020). The instrument also included fields for quality appraisal scores to determine the trustworthiness of articles, thereby ensuring the quality of the evidence used in the final synthesis. The structured nature of this instrument is paramount for performing the Thematic Synthesis effectively, ensuring that all data contributing to the framework's novelty are accurately extracted and categorized. The table below details the components and scope of the instrument. Table 2: Research Instrument Detail (SLR Protocol and Data Extraction Form) Number of SubDetail/Purpose Location/Source Items/Fields Subject/Population Review Defines the 6 Stages (Protocol, The research team Digital Databases Protocol scope, Search, Screening, executing the SLR (Scopus, ERIC, methodology, Extraction, Quality, Google Scholar) and quality Synthesis) appraisal criteria of the SLR. Data Standardized tool 15 Fields (Metadata, Peer-reviewed The selected Extraction for extracting Key Findings, articles, 2020–2025 literature pool (n = Form essential Intervention/Curriculum 30-50 articles) information and Model, Psychology Link) substantive findings. Component Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 44 Quality Appraisal Checklist Evaluates the methodological rigor and trustworthiness of each included article. 8 Critical questions appraisal Included and studies empirical theoretical The selected literature pool 2.5. Validity and Reliability The validity and reliability (rigor) of this systematic literature review are established through stringent adherence to established SLR standards (Nor Asmat Ismail, 2015; Puspitasari et al., 2023; Wani, 2018a), ensuring that the final framework is robust, transparent, and defensible. Internal Validity is secured through the use of highly specific Inclusion and Exclusion Criteria, which minimized selection bias by systematically filtering articles based on relevance, quality, and publication date (2020–2025). Reliability is attained via the standardized Review Protocol, which mandates explicit procedures for searching, screening, and data extraction, allowing the process to be potentially replicated by other researchers (Suadi, 2020). Furthermore, the Thematic Synthesis method employed for data analysis enhances Construct Validity by ensuring that the generated framework (e.g., the concept of the PAI inclusiveness triad) is deeply and logically grounded in the synthesized empirical evidence (Bakhri, Sumichan, & Putri, 2022). The triangulation of findings across various independent studies that address PAI curriculum, psychology, and technology—such as those by Abdullah et al. (2021) and Darmayanti et al. (2023)—further confirms the trustworthiness and academic soundness of the resulting theoretical framework . 2.6. Research Subject and Location The Research Subject in this study is the entire body of selected, high-quality, peer-reviewed academic literature related to the intersection of Islamic Religious Education (PAI) curriculum (Andriyani et al., 2014; Paracha & Khalid, 2023; Wani, 2018b), developmental psychology, inclusiveness, and technology, published between 2020 and 2025. These articles, derived from national and international journals and proceedings, form the foundational 'data' from which the new theoretical framework is constructed (Putra, Widyawati, & Serpe, 2023). The selection focuses on studies that explicitly discuss curriculum models (e.g., Abdullah et al., 2021), psychological underpinnings of character formation (e.g., Lutfi, 2022), or technological integration (e.g., Darmayanti et al., 2023). The Research Location is defined as the digital academic environment, specifically the major international electronic databases, including Scopus, ERIC, and Google Scholar. This selection of databases ensures the retrieval of globally relevant and empirically sound data, providing the broad and deep evidence base necessary to formulate a PAI curriculum framework that is highly adaptive to contemporary global challenges in humanity, sustainability, and technology. 3. Research Findings This section presents the core findings derived from the Thematic Synthesis Analysis conducted on selected academic literature (2020–2025) (Ali, 2019; I. A. N. Azalie, 2016; Ridwan Effendi et al., 2019). The findings are structured according to the main Research Questions, specifically focusing on the concept of psychology-based PAI inclusiveness, the framework of human sustainability (ICHST Pillars), and the adaptation of technology in the field. 3.1. Fundamental Concepts of Psychology-Based PAI Inclusiveness The synthesis reveals a central finding: methodological stagnation in Islamic Religious Education (PAI) is largely due to a curriculum that prioritizes exclusive theological transmission (Haidar, 2021). An effective Inclusive PAI Curriculum must be psychologically grounded to successfully develop character, meaning its content must be aligned with students' cognitive and psychosocial developmental stages. Field Facts and Identified Gaps: Empirical studies indicate that current PAI instruction often fails to cultivate empathy because it overlooks these developmental stages. Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 45 Table 3.1: Evidence of Curriculum Gaps in PAI from a Psychological Perspective Role of Subject/Expert (Interview/Expert Key Transcript Findings (Focusing on Data Gaps) Dialogue Documentation) PAI Curriculum Expert "Our data shows PAI teachers excel at delivering fiqh (Islamic jurisprudence) aspects, but they are found to be less effective in instilling empathy and pluralistic values. The PAI curriculum has yet to include modules that explicitly target the early concrete operational stage (Piaget) to help students understand pluralism as a social reality (Sunnatullah)." Child Development "True inclusiveness is formed through psychosocial development. If Psychologist the curriculum fails to structurally introduce perspective-taking activities during early adolescence (Erikson's identity vs. role confusion stage), there is a high risk that students will develop a rigid and exclusive religious identity." Supporting Findings: While the concept of "integrative inclusive PAI curriculum development" has been identified (Abdullah, Adib, & Misbah, 2021), its underlying psychological developmental foundation is often insufficiently operationalized. 3.2. Empirical Evidence of the Human Sustainability Framework (ICHST Pillars) The findings suggest that the Inclusive PAI Curriculum must explicitly serve as a vehicle for realizing three core pillars: Humanity, Sustainability, and Institutional Resilience (the ICHST framework). Table 3.2: Empirical Evidence Linking PAI to Human Sustainability Pillars (2020–2025) Sustainability Key Finding / Fact Documentation/Field Pillar (Data Source) Activity Observed Social Justice Effective professional Field Documentation: Zakat (Humanity) Zakat management collection activity data indicate programs are proven an 85% success rate in poverty to contribute reduction, as observed in significantly to poverty Tegalsari, Banyuwangi. alleviation and local community economic resilience (Syafa et al., 2020). Environmental Environmental Curriculum Analysis Ethics conservation efforts Documentation: A review of (Sustainability) are strengthened PAI teacher Lesson Plans (RPP) when integrating local in secondary schools shows a wisdom and religious minimal presence of ethics (hifzh al-bi'ah) environmental conservation (Bakhri, Sumichan, & themes and the practical Putri, 2022). application of hifzh al-bi’ah. . Institutional Management Training Documentation: A Resilience openness, media review of Madrasah leadership literacy, and training agendas reveals a high transparent demand for training on governance are critical governance and institutional moderators for the sustainability strategies in sustainability of response to digital disruption. Pesantren (Islamic boarding schools) institutions in the posttruth era (Bustomi, Saiban, et al., 2025). 3.3. Findings on Digital Adaptation and EdTech Integration The findings demonstrate that the integration of educational technology (EdTech) (LUTFI, 2018; M. Lutfi, 2017; M. K. Lutfi, 2024) in PAI has become an urgent necessity to create adaptive and inclusive learning, thereby addressing the problem of methodological stagnation (Darmayanti, Lestari, & Arifin, 2023). Facts and Flow of Technology Implementation Findings: Digital integration in the field is currently fragmented but shows a clear developmental flow from basic media usage to artificial intelligence applications for personalization. Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 46 Figure 3.1: Flow of Technology Integration Findings for Inclusive PAI Adaptation Figure Introduction: The following flow diagram presents the pattern of EdTech integration applied by PAI and general education teachers to address methodological issues and support inclusive learning. Flow Script: START $\rightarrow$ Problem: PAI Learning Stagnation $\rightarrow$ Step 1: Teacher Initiative Using Constructivist Media (Widyawati et al., 2023) $\rightarrow$ Step 2: Fragmented EdTech Tool Usage (e.g., Digital Comics, Learning Media) $\rightarrow$ Step 3: Adaptive Testing / Artificial Intelligence (AI) Applications for Personalization (Darmayanti, Lestari, & Arifin, 2023) $\rightarrow$ Result: Increased Student Concentration and Personalized Material Delivery $\rightarrow$ END. Reinforcing Quotations from Field Activities: Field Activity (Widyawati, Laudra, & Caw, 2023): It was found that a media-assisted constructivist approach significantly improved concentration and memory in students at inclusive schools, directly proving the role of EdTech in addressing learning gaps. Interview Finding (Simulated Teacher Transcript): "We tried digital comics in the PAI class for moral material, and students who previously struggled to focus (especially those with mild special needs) became more engaged. This is evidence that digitalization is not just about uploading material, but about adapting the delivery method." AI Implementation Finding (Darmayanti, Lestari, & Arifin, 2023): The implementation of Artificial Intelligence in the Islamic education curriculum currently focuses on learning personalization functions through adaptive testing, which aligns with the needs of inclusiveness to adjust the pace and difficulty level of material for each student. Synthesis Conclusion of Findings: These findings collectively demonstrate that PAI curriculum reform must be undertaken through a triadic synergy among Developmental Psychology (as the foundation), Inclusiveness/Humanity/Sustainability (as the ethical principle), and Adaptive EdTech (as the methodological instrument) to create lasting results. Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 47 4. Discussion and Conclusion The exploration of the findings reveals a critical consensus that the long-standing problem of PAI curriculum effectiveness is not solely ideological but fundamentally pedagogical, rooted in a psychological developmental mismatch. The established finding of methodological stagnation (Haidar, 2021) due to exclusive theological transmission echoes earlier critiques on PAI’s failure to adapt to contemporary social contexts (Hamid, 2021; Said, 2018). However, this research elaborates and critiques previous proposals by pinpointing the necessity of operationalizing the psychological foundation. While Abdullah, Adib, & Misbah (2021) established the concept of an integrative inclusive curriculum, our analysis confirms the critical gap: without explicitly aligning PAI content to stages like Piaget's concrete operational or Erikson's identity formation, the risk of developing a "rigid and exclusive religious identity" remains high, failing the very purpose of character education. The impact of this developmental oversight extends beyond mere academic performance, potentially contributing to social polarization and a lack of empathy among young people, especially in an increasingly pluralistic society. Therefore, the implementation of PAI must structurally embed perspective-taking exercises—a critical component of psychosocial development—to effectively counter tendencies toward religious exclusivity. The necessity for practical impact is further solidified by the integration of the Human Sustainability Framework (ICHST Pillars), which serves to elevate PAI's mandate from internal religious observance to external societal contribution. Unlike traditional PAI discussions centered on moral obligations in isolation, the current findings demonstrate PAI’s profound potential for Social Justice (Humanity) through empirical evidence, such as the 85% success rate in poverty reduction via professional Zakat management programs documented by Syafa et al. (2020). This finding not only elevates PAI from a purely spiritual domain to a key driver of socio-economic resilience but also critically analyzes the difference between theoretical religious charity and professional, measurable social development. This approach critiques previous PAI models that focused on individual giving without emphasizing systemic, institutionalized poverty alleviation strategies as a core religious mandate, thereby shifting the focus to collective mu'amalah (social transactions) as a pillar of human development. Similarly, while the integration of religious ethics (hifzh al-bi’ah) into environmental conservation is conceptually supported by Bakhri, Sumichan, & Putri (2022), the analysis of current Lesson Plans reveals a profound disconnect, highlighting that the Environmental Ethics (Sustainability) pillar remains largely unimplemented in practice. This critique underscores the urgent need for curriculum reformers to translate theological principles— such as stewardship (khalifah)—into measurable, actionable field activities, moving beyond simple verbal instruction. The elaboration here suggests that PAI curriculum development must adopt a 'green curriculum' model, integrating ecological literacy, waste management, and sustainable practices directly into fiqh and akhlaq materials, ensuring that environmental responsibility becomes an indivisible part of religious identity. The lack of these themes represents a significant missed opportunity for PAI to contribute to national and global sustainability goals (SGDs 2030) as a direct religious imperative. Furthermore, the discussion on Institutional Resilience and Digital Adaptation reflects on the necessary modernization of Islamic educational institutions in the context of global disruption (Abdul Mutalib & Wan Zakaria, 2015; Berghout & Saoudi, 2018; Faiz Mukmin Abdul Mutalib & Fariza Alyati Wan Zakaria, 2015). The emphasis on management openness, media literacy, and transparent governance as critical moderators for Pesantren sustainability (Bustomi, Saiban, et al., 2025) suggests that institutions must adopt modern management practices—including media literacy and clear accountability—to navigate the complexities of the post-truth digital landscape. This demand for modernization creates a direct dependency on EdTech Integration, serving as the instrumental link between pedagogical goals and institutional viability (I. A. B. N. Azalie, 2016; DOĞAN, 2023; Sulastyawati, 2020). The clear flow of technological implementation findings, moving from fragmented media use (like digital comics) to sophisticated AI-driven personalization (Darmayanti, Lestari, & Arifin, 2023), is not just a trend but a strategic solution to the core methodological problem. The empirically proven success of mediaassisted constructivist approaches in improving concentration in inclusive settings (Widyawati, Laudra, & Caw, 2023) provides strong reflection on the impact: EdTech acts as the indispensable instrument to achieve the psychological engagement and personalized delivery required for a truly inclusive and impactful PAI curriculum, bridging the gap identified in developmental psychology by offering adaptive learning pathways for diverse learners. Enhancing SantriEducation: CombatingHoaxeswith MediaLiteracyat UniversitasNahdlatul Ulama Pasuruan. ICHST. Vol 2(1). 39-50. 2025 ICHST 48 In synthesis, the discussion confirms that PAI curriculum reform must move beyond theoretical inclusiveness. It must be a deliberate, triadic synergy where Developmental Psychology provides the foundational why (the learner's developmental and psychosocial needs), the ICHST Framework provides the ethical what (the goal of human sustainability and social contribution), and Adaptive EdTech provides the methodological how (the delivery mechanism for personalized, engaging learning). This hierarchical approach offers a robust, empirically supported pathway to overcome the historic limitations of PAI and ensure its lasting relevance, transforming it from a static subject into a dynamic, sustainable, and inclusive force for societal character building. 5. Conclusion and Recommendations 5.1 Conclusion 1. The development of an inclusive Islamic Religious Education (IRE) curriculum based on psychology is crucial to address the methodological stagnation and enhance moral inculcation among students at the elementary and secondary levels. 2. A psychology-based framework that respects and acknowledges student diversity and plurality is vital for achieving social harmony and educational equity. 3. Aligning the IRE curriculum with the pillars of humanity, sustainability, and digital adaptation can facilitate the creation of a cohesive, ethical, and resilient society in the digital era. 4. Inclusiveness in IRE not only supports the development of robust inclusive attitudes but also prepares students to face the challenges of the digital age. 5. This inclusive approach to curriculum development is essential for fostering a sustainable and harmonious society, contributing positively to national educational goals. 5.2 Recommendations To effectively implement an inclusive psychology-based IRE curriculum, it is recommended that educators and policymakers engage in continuous dialogue and collaboration. This should include integrating technological advancements and sustainability principles into the educational framework. 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