Nakissa, AriaAbdulganiyu, Mubarak Lawal2024-08-262024-08-2620242024-08-23https://hdl.handle.net/20.500.14576/311This research intends to examine the impact of various aspects of digital technologies on the process of memorizing the Quran, comparing Indonesia and Nigeria. Via interviews, and reviews of articles, books, and reports, this research identifies some differences and similarities in how digital technologies are integrated into Quranic teaching and learning in both countries. Indonesia has made significant improvements in utilizing digital technologies; the implementation of digital devices and applications has positively impacted learners, educators, and school officials. Conversely, Nigerian students primarily utilize WhatsApp for Quranic teaching and learning due to its accessibility and widespread use. However, Nigeria faces substantial infrastructural challenges, particularly with electricity and internet connectivity, which hinder the effective use of information and communication technologies in education. Teachers from both Indonesia and Nigeria report that digital distractions affect students' concentration, indicating a shared issue. The research emphasizes the need for specific interventions to raise awareness and ensure the effective use of technology, alongside improvements in infrastructure and addressing organizational literacy needs. For Indonesia, this means improving and enhancing the quality of digital tools and reducing their interference, while Nigeria requires essential investments in stable power and internet connectivity for successful and effective learning. The findings of this research can promote the use of digital technologies in Quranic education and support efforts to propose strategies for improvement by addressing the unique concerns of each country, ultimately increasing the efficiency and accessibility of digital methods for Quranic memorization.enAll Rights ReservedDigital TechnologiesNigeriaIndonesiaQuranic learningThesisKODEPRODI76103#Islamic StudiesNIM01212220008