Gamification has increasingly gained attention in global education as a pedagogical strategy capable of enhancing students’ motivation, active engagement, and learning achievement. The rapid advancement of digital technology has introduced various innovative pedagogical approaches in education, one of which is gamification. Within the context of Islamic Education, gamification holds significant potential in fostering student engagement while facilitating the delivery of values-based learning in a more interactive manner. Nevertheless, its implementation among pre-service teachers continues to face numerous challenges, including issues related to readiness, pedagogical competency, and limitations in systemic support. This study conducted a Systematic Literature Review (SLR) involving 19 selected articles to examine the major challenges encountered by pre-service Islamic Education teachers in implementing gamification in teaching and learning processes. The article selection process adhered to the PRISMA approach and was screened based on several inclusion and exclusion criteria, including year of publication, article type, language, research findings, and study focus. The findings revealed three major themes: the level of readiness and competency among pre-service teachers, challenges in the implementation of gamification, and contextual as well as systemic support factors. The study highlights the need for structured training, appropriate instructional modules, and comprehensive systemic support to ensure that gamification can be implemented effectively while remaining aligned with the values and principles of Islamic Education.
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