Transformative Islamic Education Management in Madrasah and Pesantren Integrating Tradition and Digital Innovation

Abstract

This study investigates the manner in which Islamic moral values and organisational climate inform responsible decision-making in AI and digital innovation employed in Islamic educational bodies, madrasahs and pesantren. The study utilised a qualitative-conceptual model based on library research and normative Islamic critique. These sources were classical texts such as the Iḥyāʾ ʿUlūm al-Dīn and Taʿlīm al-Mutāʿallim, contemporary academic literature and DOI registered peer reviewed studies. The findings suggest that incorporating Islamic values such as justice ('adl), trust (amanah), and communal benefit (maslahah) can improve the legitimacy, fairness, and trust in digital and AI-based educational governance. A supportive organizational climate reinforces these principles, ensuring the ethical use of technology, balanced decision-making and the protection of spiritual and moral objectives. The Hadith, "A leader who is a servant of his people," is an example of the moral responsibility that underpins effective leadership and management in educational contexts. In contrast to articles focusing on technical effectiveness, this study highlights the infusion of Islamic ethics into organizational learning and digital transformation by framing madrasahs and pesantren as living labs where traditional knowledge and technology coexist in harmony. The model offers practical steps for Islamic educators to integrate digital innovations according to Shariah rules. On the academic level, there are ideas to enlighten future interdisciplinary conversation between AI ethics and Islamic jurisprudence. Ethical and religious appropriate guidance for policy makers. Finally, the study advocates toward a spiritually ethics-based and technology-informed approach to transformative Islamic education.