<![CDATA[As artificial intelligence (AI) becomes increasingly integrated into Islamic educational institutions, it is changing the decision-making patterns of education administrators, while efficiency-driven algorithmic systems must still be reconciled with humanitarian principles and spiritual values. In response to this issue, this study aims to design a model for the transformation of Islamic educational governance that not only focuses on technocratic progress but also remains grounded in religious principles and humanism. This study employs a qualitative conceptual-normative library research approach. Data were collected through an in-depth literature review of three main theoretical pillars: Ibn Taymiyyah's Siyāsah Shar'iyyah, Ben Shneiderman's Human-Centered AI (HCAI) theory, and Mujamil Qomar's Islamic educational management (IEM) concept, reframed in this study as Smart Islamic Educational Governance. The findings yielded the Compass–Control–Context governance model, which positions Siyāsah Shar'iyyah as the ethical compass (amānah, 'adl, and maṣlaḥah), HCAI as the mechanism of human control (human oversight, transparency, accountability, and data security), and Smart Islamic Educational Governance as the adaptive and contextual implementation. This framework positions artificial intelligence as a digital guide that enhances human capabilities (augment human capability) rather than replacing them, while maintaining harmony in both vertical (ḥablu min Allāh) and horizontal (ḥablu min an-nās) relationships. This renewal of the governance system is a strategic step toward realizing the principles of justice ('adl) and the public good (maṣlaḥah) within the digital Islamic education ecosystem.]]>
