Islamic education teachers (IETs) play a vital role as professional murabbi in nurturing knowledgeable, morally upright, and well-rounded individuals. However, rapid developments in educational technology, increasing professional demands, and rising societal expectations have created various challenges in fulfilling this role. This study aims to explain the concept of the professional murabbi from the perspective of Islamic Education, describe society’s expectations of IETs as murabbi, and discuss the career realities and contemporary challenges they face. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. A total of 14 articles published between 2020 and 2025 were selected through the processes of identification, screening, eligibility assessment, and synthesis from the Google Scholar, Semantic Scholar and Scopus databases. The findings indicate that the concept of a professional murabbi encompasses the roles of muallim, mudarris, murabbi, muaddib and murshid, emphasizing a balance between knowledge mastery, professional competence, and moral development. In addition, society places high expectations on IETs as role models, mentors, and agents of human development. Nevertheless, they face challenges such as workload, work-related stress, burnout risks, and the demands of educational digitalization. Therefore, professional competence, institutional support, and the internalization of Islamic values should be strengthened to ensure that IETs can effectively fulfill their role as professional murabbi in the contemporary educational landscape.
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