<![CDATA[This study examines the management of a dialogic da’wah program and explores its relevance to intellectual learning opportunities for students (santri) at Al-Khoridah Islamic Boarding School, Kudus, Indonesia. The research employed a qualitative approach using a descriptive case study design conducted at a single research site. Ten participants were purposively selected, consisting of program managers, organizing committee members, and santri. Data were collected through in-depth interviews, two sessions of non-participant observation, field notes, and institutional documents. Data analysis followed the stages of data reduction, data display, and conclusion drawing or verification, while data trustworthiness was ensured through source, technique, and time triangulation. The findings reveal that the management functions of planning, organizing, implementation, and control shape the dialogic da’wah program as a structured learning process. Introductory materials, academic explanations, interactive question-and-answer sessions, opportunities for participant engagement, and post-session reflections provide learning spaces that support understanding, analytical reasoning, communication skills, and independent information processing. Nevertheless, participation levels varied among santri due to differences in self-confidence and prior discussion experience. This study offers an empirical account of dialogic da’wah management as a learning environment with the potential to support the intellectual capacity development of santri, while avoiding causal claims regarding intellectual development outcomes.]]>
