In this entry the authors examine, firstly, three understandings of Islamic education and show as to how democratic engagement can be enhanced. Islamic education can be explained as nurturing (tarbiyyah), critical action (ta’lím), and transformative or good action (ta’díb) which they show can be connected to the practice of democratic engagement (Waghid 2011, p. 1). Secondly, they show how technology is advocated in relation to the primary source of Islamic education, namely, the Holy Quran. They specifically refer to the use of “the pen” (al-Qalam) in the Quran as an instance of technology and show as how the concept, like Islamic education, is geared towards the attainment of socially just human relations. Thirdly, they argue that Islamic education is commensurable with an application of technology as both practices are oriented towards the cultivation of justice in society.