Managing Islamic Education Curriculum Reform

Abstract

This review article examines Islamic education curriculum reform through three connected dimensions: integration, adaptation, and responsiveness. Using a narrative literature review and conceptual synthesis of sources contained in the original academic paper, the study analyses curriculum development, integrative learning, curriculum change in Indonesia, teacher readiness, digital transformation, and contemporary educational challenges. The findings show that an integrative curriculum connects Islamic values with knowledge, science, technology, and lived social problems; an adaptive curriculum requires institutional flexibility, contextual learning, professional development, and participatory management; and a responsive curriculum addresses digital ethics, religious moderation, twenty-first-century competencies, moral challenges, social and environmental responsibility, and learner diversity. The article proposes an Integrative-Adaptive-Responsive (IAR) curriculum management framework linking curriculum design, pedagogy, educator capacity, governance, resources, and evaluation. Its novelty lies in repositioning curriculum reform as a continuous management process. The framework implies that sustainable reform depends on leadership consistency, teacher competence, infrastructure, stakeholder participation, and systematic evaluation.