The analysis reveals a significant increase in the number of scholarly publications addressing interdisciplinary integration of Islamic Religious Education (IRE) since 2019, reaching its peak in 2023. This growth reflects a rising academic awareness of the importance of educational models that harmoniously combine spiritual, moral, and scientific dimensions. This phenomenon is also driven by global demands for education that go beyond cognitive achievement, emphasizing character formation and ethical awareness in response to modern challenges such as environmental crises, intolerance, and digital disruption-issues closely aligned with the Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 16.

During the earlier period (2007–2017), publications on IRE integration were sporadic and predominantly normative in approach. However, since 2019, there has been a shift toward more systematic and applicative approaches, combining classical Islamic educational concepts such as adab and tauhid with modern pedagogical frameworks. The analyzed articles frequently discuss the integration of Islamic values into science, mathematics, social studies, and environmental issues, indicating a shift from conventional religious instruction to value-based education that supports sustainable development. Moreover, recent studies highlight the emergence of institution-based integration practices, such as those implemented at Madrasah Aliyah Negeri Insan Cendekia and tahfidz-based Islamic boarding schools that integrate economic activities, agriculture, and spiritual education. These models demonstrate that IRE integration is not merely a curricular agenda, but also part of a broader Islamic educational movement that promotes self-reliance, entrepreneurship, and environmental preservation, consistent with SDG 8 and SDG 13.

Nevertheless, significant challenges persist in the implementation of IRE integration. These include the gap between theoretical discourse and practical application, limited teacher resources, and a mismatch between national curriculum standards and Islamic values content. Several studies also note that integration practices tend to become formalistic if not accompanied by adequate teacher training and consistent institutional support [32]. Therefore, while the trend of IRE integration is encouraging, it requires a more systemic, evidence-based approach focused on strengthening institutional capacity.

In conclusion, the trend of IRE integration in global academic literature reflects a notable shift from normative approaches toward transformative, value-oriented models. The surge in publications after 2019 signals growing recognition of the importance of Islamic education that is integrated with science, technology, and global challenges. This affirms the relevance of IRE integration as a meaningful approach to advancing sustainable education by the principles of SDG 4.

Bibliometric analysis indicates that Indonesia is the largest contributor to scholarly publications on interdisciplinary integration of Islamic Religious Education (IRE), followed by Malaysia, Oman, India, and several Middle Eastern countries. Indonesia’s dominant position reflects a strong institutional commitment among Islamic educational institutions to address local needs for contextual, value-based, and responsive education in the face of rapid societal changes [33] [34]. This trend also aligns with the national agenda to promote inclusive, equitable, and meaningful education, as emphasized in SDG 4 and SDG 16.

As illustrated in Figure 3, Indonesia and Malaysia occupy central positions within the global research network on IRE integration. Both countries demonstrate strong collaborative ties within Southeast Asia and with institutions in the Middle East and Europe. The link strength between Indonesia and Malaysia reflects high co-publication frequency and thematic convergence in research areas such as tauhid-based education, religious moderation, and integrative curriculum development. This collaboration reinforces the region’s role as an epicenter of contemporary Islamic knowledge production that significantly contributes to the global sustainable development agenda [35]–[37].

The dominant themes emerging from the literature include the integration of Islamic values into science, technology, and environmental education; character development rooted in Qur'anic values; and multicultural and religious moderation approaches. These themes are highly relevant in addressing global challenges such as intolerance, social polarization, and moral crises that threaten community sustainability [38] [39] . Several studies also emphasize the importance of integrative curriculum development in professional higher education fields such as nursing and accounting, aimed at aligning technical competencies with Islamic ethical principles [40] .

Institutionally, universities in Southeast Asia-particularly UIN Syarif Hidayatullah Jakarta, Muhammadiyah universities, and the International Islamic University Malaysia-have become innovation hubs for integrative Islamic education models. Their active involvement is evident not only in the volume of publications but also in their influence on educational policy and curriculum formation at both national and regional levels [41] [42] . However, from the perspective of authorship, most contributors have only published a single article on this topic, indicating that the field remains fragmented and lacks a robust, sustained research network. This situation underscores the need for greater consolidation of scholarly communities, enhanced collaboration among researchers, and the establishment of thematic research centers dedicated to advancing the integration of Islamic values across educational disciplines.

Based on these findings, it can be concluded that IRE integration has emerged as a central discourse in contemporary Islamic education, particularly in the Southeast Asian region. Cross-country and institutional collaborations serve as key driving forces behind this trend. The prominence of themes such as digitalization, character education, and multicultural pedagogy illustrates that IRE integration is not merely a religious concern but also a pedagogical strategy to shape inclusive, ethical, and civilized societies, in alignment with SDG 16.

The results of this systematic review indicate that, theoretically, the integration of Islamic Religious Education (IRE) constitutes a robust epistemological foundation for constructing an educational paradigm that unifies spiritual values, scientific rationality, and social responsibility. The tauhid-based integration framework reinforces the position of Islam as a religion that promotes the pursuit of knowledge for ethical purposes and communal well-being. This model challenges the dichotomy between religious and secular sciences and underscores the importance of transdisciplinary approaches in curriculum development. In this sense, IRE integration represents a distinctive Islamic contribution to the realization of holistic education in support of SDG 4 (quality education), SDG 13 (climate action), and SDG 16 (peace, justice, and strong institutions).

Practically, this study proposes eight key indicators of IRE integration, categorized into three major domains 1) Epistemological-philosophical, including tauhid as the foundation of knowledge and the use of transdisciplinary approaches; 2) Pedagogical-practical, covering the integration of religious and general curricula, holistic assessment, teacher competence, and digital literacy; 3) Institutional-structural, involving institutional policies, digital innovation in response to crises, and socio-cultural contextualization.

These indicators offer a concrete framework for designing curricula, teacher training, and Islamic educational policies that are responsive to both local and global challenges. Innovative practices such as integrating Islamic values into science education, pesantren-based entrepreneurship through productive waqf, and the reinforcement of tauhid-oriented digital literacy illustrate the transformative potential of IRE integration in 21st-century education [43].

Keyword mapping further reveals that the concept of "Islamic values" serves as a central node in the discourse, closely connected to terms such as "integration," "curriculum development," "tauhid-based education," and contextual themes like "digital learning," "environmental conservation," and "teacher competence." This suggests that IRE integration is not merely a religious agenda, but part of a broader global ethical-pedagogical movement capable of strengthening sustainable and socially just education (SDGs 13, 4, and 10). The visualization supports the formation of an IRE integration framework that is not only conceptually sound but also adaptive to global issues such as digitalization, environmental education, and character development. Core vocabulary such as curriculum development, Islamic values, and digital learning, highlights the need for future research to emphasize the interconnection between Islamic values and contemporary pedagogical approaches responsive to the SDGs. As such, these findings reinforce the urgency of advancing collaborative, transdisciplinary, and classroom-based studies.

However, several research gaps remain. Most existing publications are normative or descriptive, while empirical studies measuring the actual impact of integration on learning outcomes, behavioral change, or students' spiritual competence are still scarce. Additionally, few studies employ longitudinal or classroom-based research methods, and there is a lack of evaluation instruments specifically designed for Islamic value-integrated education. Another underexplored area is the role of digital technology and artificial intelligence (AI) in supporting integrative Islamic pedagogy. In the post-pandemic context and amidst rapid digital transformation, Islamic education must become adaptive, interactive, and deeply rooted in core values. Furthermore, comparative studies across countries and cultures-including minority Muslim contexts-are needed to explore how Islamic values are integrated into pluralistic and secular educational systems [44] .

In conclusion, the future of IRE integration research requires a more collaborative, evidence-based, and context-sensitive approach, addressing both local realities and global shifts. Future research agendas should prioritize strengthening transformative Islamic educational practices that contribute tangibly to the achievement of the SDGs through education rooted in tauhid, ethics, and social responsibility. Conceptually and practically, the eight indicators developed in this study provide an operational framework that can be applied in curriculum development, teacher competency enhancement, and institutional policy. This framework offers a foundation for Islamic education that is adaptive to digital challenges, cultural pluralism, and sustainable development, all grounded in prophetic values [45]-[47] .

Analytical Overview. The study "Integrating Islamic Religious Education: A Systematic Literature Review and Bibliometric Study in Support of SDGs" provides a comprehensive examination of how Islamic Religious Education (IRE) integration has evolved and its role in advancing the Sustainable Development Goals (SDGs). Employing a dual methodology-Systematic Literature Review (SLR) following PRISMA protocols and bibliometric analysis using VOSviewer-the research combines qualitative thematic synthesis with quantitative mapping of scholarly networks, yielding both depth and breadth in analysis.

The findings indicate a sharp increase in academic output on IRE integration since 2019, peaking in 2023. This surge reflects a shift from predominantly normative discourse toward applied, transdisciplinary frameworks that merge Islamic concepts such as tauhid and adab with modern pedagogical models. The thematic expansion includes embedding Islamic values into science, mathematics, environmental education, and social-emotional learning, demonstrating a broadening scope that aligns with SDG 4 (quality education), SDG 16 (peace and justice), and SDG 13 (climate action) [45]- [47] .

Geographically, Indonesia leads global scholarship in this field, followed by Malaysia and several Middle Eastern nations. The collaborative network between Indonesian and Malaysian institutions is particularly strong, highlighting Southeast Asia's position as an epicenter for contemporary Islamic educational innovation. Key institutional contributors-such as UIN Syarif Hidayatullah Jakarta, Muhammadiyah universities, and the International Islamic University Malaysiahave actively developed and disseminated integrative models. However, authorship patterns show fragmentation, with most scholars contributing only one publication, suggesting the need for more sustained, collaborative research communities.

The study identifies eight key indicators of IRE integration, categorized into three domains: 1). Epistemological-philosophical -emphasizing tauhid as the foundation of knowledge and advocating for transdisciplinary approaches. 2). Pedagogicalpractical -focusing on curriculum integration, holistic assessment, teacher competence, and digital literacy. 3). Institutional-structural -involving policy alignment, crisis-responsive innovation, and socio-cultural contextualization.

These indicators provide an operational framework for curriculum design, teacher training, and institutional policy-making, offering tangible pathways for embedding Islamic values into both formal and non-formal education systems. Case studiessuch as pesantren integrating entrepreneurship and environmental stewardshipillustrate how IRE integration can foster self-reliance, ethical awareness, and sustainable practices. Despite these advances, the study highlights persistent challenges: limited empirical research measuring integration's direct impact on learning outcomes; inadequate teacher preparation; and potential formalism without strong institutional backing. Additionally, the role of digital technology and artificial intelligence in IRE integration remains underexplored, representing a crucial frontier in adapting Islamic pedagogy to contemporary educational ecosystems [45]- [47] .

The analysis concludes that IRE integration has moved toward transformative, value-oriented education models capable of addressing both local and global challenges. To maximize impact, the field requires longitudinal, classroom-based studies; enhanced cross-national collaborations; and the development of evaluation instruments tailored to Islamic value-integrated education. By providing a conceptual classification tied to SDG imperatives and a methodological model combining SLR with bibliometrics, this study positions itself as a foundational reference for policymakers, educators, and researchers seeking to operationalize faith-based, ethical, and sustainable education worldwide.