This chapter examines the intersection of digital technology, inclusive education, and Islamic moral theology in contemporary Muslim educational contexts. It argues that digital inclusion must be understood not merely as a technical adaptation or policy requirement but as a faith-based ethical obligation grounded in Qurʾānic principles of human dignity (karāmah al-insān), justice (ʿadl), mercy (raḥmah), and moral accountability (masʾūliyyah). Drawing on Universal Design for Learning, assistive technologies, and digital accessibility frameworks, the chapter demonstrates how technological innovation can expand equitable access to religious and academic knowledge for learners with disabilities. The analysis further situates digital inclusion within the maqāṣid al-Sharīʿah, emphasizing the protection of intellect, wellbeing, and dignity as central legal-ethical objectives. Issues of digital justice, linguistic equity, and community participation are explored through the Islamic concepts of shūrā and taʿāwun, framing inclusive digital education as a collective moral responsibility. The chapter concludes that integrating Islamic ethical frameworks with contemporary inclusive education theory provides a culturally grounded and theologically coherent foundation for sustainable digital inclusion in Muslim educational institutions.