<![CDATA[The disruption of Artificial Intelligence (AI) technology demands the acceleration of global competency of students, but current madrasah education regulations are still partial, speculative, and reactive due to digital anxiety (techno-anxiety), thus potentially reducing the relevance of graduates in the global job market. This policy study aims to formulate the strategic direction and architecture of the Umbrella Regulation regarding the governance and integration of AI in the madrasah education ecosystem to boost international competitiveness. The study methodology applies descriptive-qualitative public policy analysis that is prescriptive through documentation studies (desk research), thematic qualitative content analysis of legal documents, and synthesis of public problem solving based on the eightfold path framework. The results of the discussion indicate that the acceleration of digital competency in madrasahs requires an integrated three-pillar policy architecture, including the upstream pillar (periodic national research based on evidence), the process pillar (the formation of the Education-Industry Technology Data Consortium and Knowledge Management System), and the downstream pillar (implementation of an enrichment approach in the classroom). This enrichment approach successfully demonstrated that utilizing AI as a thinking partner does not eliminate the sociological power of rote memorization, but rather strengthens it through prompt engineering skills and critical analysis. In conclusion, holistic AI governance can break down data silos, provide legal protection for educators, and guarantee students' digital rights in mastering future skills. Based on this analysis, it is recommended that the Minister of Religious Affairs establish a Ministerial Regulation (PMA) on the Governance and Integration of Artificial Intelligence in Madrasah Education as a foundation for agile governance to produce superior, competitive, and adaptive graduates on the global stage.]]>
