Philosophical Foundations, Contemporary Issues, and Future Perspectives of Integrated Curricula in Islamic Boarding Schools
DOI:
https://doi.org/10.31538/munaddhomah.v7i3.3033Keywords:
Integrated Curriculum, Islamic Boarding School, Circular Epistemology, Digital LiteracyAbstract
The rapid disruption of the digital era challenges traditional Islamic boarding schools to modernize their classical curricula. A structural separation between religious and modern sciences has left these institutions struggling to meet contemporary competencies while maintaining their spiritual authenticity. This systematic literature review aims to identify, classify, and synthesize the philosophical foundations, implementation challenges, and future institutional roadmaps of integrated curricula within contemporary Islamic education. Following a rigorous PRISMA-based screening protocol, this study analyzed 33 peer-reviewed articles published between 2021 and 2026. The findings reveal three core dimensions of this educational transformation. First, philosophically, integration requires an ontological overhaul utilizing a circular epistemology that unites textual, rational, and spiritual dimensions. Second, implementation is hindered by disparities in cyber-physical infrastructure, limited educators' digital pedagogical capacities, and systemic cultural resistance. Third, the strategic roadmap necessitates transforming these institutions into adaptive centers by integrating scriptural-based entrepreneurship, eco-Islamic education, and professional digital governance. In conclusion, this transformation constitutes a complex epistemological engineering process rather than a mere technical adjustment. Consequently, institutional leaders must overhaul leadership habitus to embrace cross-sectoral partnerships, equip educators with adaptive pedagogies, and integrate humanistic digital technologies to ensure sustainable global competitiveness.
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