<![CDATA[This study examines how Google Classroom becomes educationally meaningful in Islamic higher education by exploring the alignment among technological functions, pedagogical practices, learner circumstances, Islamic educational values, and institutional conditions. It addresses the limitation of previous studies that have largely focused on platform adoption, usability, satisfaction, or effectiveness without sufficiently explaining how these dimensions interact in everyday learning practices. The study employed a qualitative single-case study in the Educational Facilities and Infrastructure Development course within the Master of Islamic Education Management Program at UIN Sunan Kalijaga Yogyakarta. Data were collected from one lecturer and 13 postgraduate students during February–April 2025 through semi-structured interviews, observation of Google Classroom activities, and document analysis. The data were analyzed thematically through coding, categorization, theme development, comparison across data sources, and interpretive refinement. Google Classroom supported centralized access to learning materials, assignment management, flexible participation, and synchronous communication. Its educational value, however, depended on learner circumstances, task requirements, pedagogical organization, and participant engagement. Platform limitations emerged in parallel-class management, while institutional concerns involved standardization, technical support, security, governance, and professional development. Value-oriented learning was reflected in meaningful learning, awareness, respectful communication, responsibility, trust, and relational engagement. These findings inform a relational alignment framework linking contextual needs, platform–task alignment, pedagogical enactment, value-oriented pedagogy, and institutional enabling conditions. Because the study involved one course, one lecturer, and 13 students, the findings are analytically transferable rather than statistically generalizable. Future research should test the proposed framework across institutions, disciplines, learning modalities, and broader stakeholder groups.]]>
