Digital Transformation in Islamic Education Management: A Review of Governance Innovation and Quality Improvement in Islamic Educational Institutions

Digital transformation has become increasingly important in Islamic education management; however, existing research remains fragmented across digital leadership, information systems, administrative accountability, and educational quality assurance. This study aims to develop an integrated understanding of how digital transformation contributes to governance innovation and quality improvement in Islamic educational institutions. It employed a qualitative integrative literature review, drawing on scholarly publications from 2021 to 2026. Candidate sources were identified through academic search platforms, journal websites, DOI records, and publisher pages. Relevant literature was screened according to its scholarly credibility, verifiability, and substantive relevance to digital governance, institutional management, and educational quality. Data were organized in an analytical matrix and examined through qualitative thematic synthesis to identify recurring patterns, relationships, and conceptual implications. The findings reveal five interrelated dimensions of digital transformation: digital leadership and organizational readiness; integrated information systems and data-driven decision-making; administrative efficiency, transparency, and accountability; Islamic values and digital ethics; and quality assurance and continuous improvement. The synthesis further identifies three interconnected management components—digital leadership, data-driven governance, and digital quality assurance—supported by institutional capacity and Islamic ethical principles. These components form a continuous improvement cycle in which leadership establishes strategic priorities, reliable data informs institutional decisions, and quality assurance guides evaluation and corrective action. The study concludes that digital transformation should be understood as an institution-wide governance process rather than merely the adoption of technological platforms. Its conceptual framework offers a basis for context-sensitive management strategies, although empirical validation is required to establish its applicability across diverse Islamic educational institutions.