Abstract: In Islamic education, the infusion of digital tools is reshaping conventional paradigms, demanding the cultivation of digital competence (DC) as a pivotal skill. Balancing technology with cultural and religious sensitivities requires finesse from scholars and learners. This chapter underscores DC's enduring importance in lifelong learning, validating its applicability in Islamic education through a study involving 122 participants from Indonesia, Uganda, and Malaysia. Using quantitative surveys, the research affirms DigComp 2.1's validity and reliability in this context. Notably, learners exhibit a moderate level of DC across its five domains without discernible gender-based differences. These findings advocate for the seamless integration of DC and contemporary skills into Islamic education, urging educators and policymakers to recognise the compatibility of digital tools with Islamic ideals. This study serves as a foundational pillar for shaping educational strategies that harmonise lifelong learning at the intersection of Islamic principles and technological progress.