This contribution examines how complex topics like transhumanism can be addressed in Islamic religious education at lower and upper secondary levels in Germany and Austria. These discourses explore technological expansion of human capacities and transformations of self-understanding through biotechnology, AI, and digital technologies, raising ethical and anthropological questions increasingly relevant for adolescent Muslim learners. The analysis proceeds in two steps. First, transhumanist positions are outlined and critically examined. A distinction is drawn between therapeutic and life-enhancing interventions, which may align with Islamic ethics, and more ambitious visions of human optimization, which require careful theological reflection. Key Islamic concepts—unity of body and soul, divine creation in its most excellent form (Aḥsanī taqwīm), human dignity (karāma), and human responsibility as khalīfa—frame this discussion. Second, these considerations are integrated into a religious-pedagogical framework. Narrative, reflective, and interdisciplinary approaches help students explore the relationship between scientific innovation, technological change, and Islamic anthropology. Methods such as concept mapping, Qur'anic narratives, prophetic examples, and structured ethical reasoning enable learners to engage sequentially and reflectively, fostering critical thinking and religious judgment without imposing normative conclusions. Challenges for teachers include the conceptual complexity, plural classroom contexts, limited teaching materials, and ongoing professional development. Systematic training and carefully designed didactic strategies are essential for responsibly addressing these topics. Engaging with transhumanist debates can stimulate reflection on anthropological and ethical questions, support students' critical capacities, and expand the thematic horizon of Islamic religious education in response to contemporary technological developments.