Quranic Literacy Culture as a Strategy for Strengthening Students' Religious Identity in Higher Education During Digital Disruption

Abstract

Objective: This study aims to analyze the role of Al-Qur'an literacy culture in strengthening students' religious identity amid technological disruption, while formulating a model for developing Al-Qur'an literacy that is relevant to the needs of the digital age. Research Design & Methods: This study employs a qualitative descriptive approach and a systematic literature review based on the PRISMA protocol, analyzing 13 articles published between 2019 and 2024 to ensure rigorous selection, screening, and synthesis of relevant academic sources. Findings: This study finds that digitization and technological disruption have a dual impact on students’ religious identity—creating challenges such as fragmented attention, conflicting values, weakened traditional authority, and performative religiosity, while also offering opportunities through wider access to spiritual knowledge, virtual religious communities, personalized learning, and digital da'wah innovations. The study proposes a five-level Al-Qur'an literacy ecosystem—spanning institutional policy, curriculum, infrastructure, guidance, and campus culture—that frames Qur'anic literacy as a multidimensional competency and introduces the concept of mixed religiosity, blending online and offline religious practices. Implications & Recommendations: These findings indicate the need for universities to develop an integrated Al-Qur'an literacy ecosystem and facilitate religious practices that are adaptive to the digital context. Recommendations include strengthening policies, updating curricula, optimizing technology, and developing a campus culture that supports student literacy and religious diversity. Contribution & Value Added: This study contributes theoretically by proposing an integrated analytical model of Qur’anic literacy that combines multidimensional literacy, hybrid religiosity, religious identity, and technology perspectives.