<![CDATA[Islamic educational institutions fulfill religious, social and economic functions in Muslim societies, yet their paths to institutional sustainability and Islamic self-reliance vary across national contexts. This study discusses Islamic educational economic systems in Indonesia, Thailand, and Bangladesh by comparing pesantren, pondok, private Islamic schools, and Islamic schools as examples of socio-religious organizations across different national institutional contexts. This study adopts a systematic literature review following the PRISMA guidelines. Thematic synthesis included 23 studies indexed in Scopus, comprising 16 from Indonesia, 5 from Thailand, and 2 from Bangladesh. Thematic coding and comparative synthesis of the selected studies were conducted using an institutional Islamic Self-Reliance framework with four dimensions: spiritual legitimacy, social embeddedness, economic capability and organizational capacity. The findings indicate three configurations: Indonesia represents an Integrated Islamic Economic Ecosystem, with pesantren entrepreneurship, cooperatives, productive waqf, halal value chains, agribusiness and community-based economic development. Thailand reflects a Governance-Oriented Community Resilience Model wherein Islamic private schools sustain their mission in educational management, leadership, community legitimacy, Muslim citizenship formation, and organizational resilience. Bangladesh indicates a Waqf–Subsidy Educational Sustainability Model in which the cash waqf and the public subsidy play a vital role in educational access and institutional sustainability. This study contributes to comparative Islamic education and Islamic economy scholarship by reconceptualizing Islamic self-reliance as a multidimensional institutional framework and developing a cross-national typology of Islamic educational economies.]]>
