Decolonizing Digital Islamic Studies Indonesian Epistemologies and the Reconfiguration of Knowledge in the Global South

Abstract

The rapid expansion of digital technologies has transformed the production and transmission of Islamic knowledge, yet it remains shaped by Western-centric epistemologies that marginalize Global South perspectives. This study examines how Indonesian Islamic educational institutions respond to digital transformation and epistemic decolonization, focusing on the reconfiguration of religious authority and knowledge production. Using a qualitative design that integrates critical discourse analysis and digital ethnography, the research analyzes curricula, institutional policies, and digital da’wah practices in selected pesantren, madrasah, and Islamic universities. The findings identify three key transformations: (1) the emergence of hybrid pedagogical models combining digital tools with classical Islamic scholarship; (2) the reconfiguration of religious authority mediated by social media; and (3) the development of Indonesian-centered epistemological frameworks challenging Western dominance. These results demonstrate that Indonesian Islamic institutions act as active agents in shaping alternative epistemic spaces rather than passive recipients of global digital trends. The study contributes to the decolonization of digital Islamic studies and advances more inclusive knowledge production in the Global South.