<![CDATA[This study examines how an Islamic boarding school (madrasah) in Depok, Indonesia, integrates the national curriculum with 21st-century skills to cultivate students' life skills under the demands of the Fourth Industrial Revolution. The inquiry responds to a persistent paradox in Indonesian Islamic education: institutions with modest formal accreditation status frequently produce graduates with internationally recognized technical and character achievements, a pattern that existing curriculum literature has rarely examined in depth. A single-site qualitative case study design was employed. Data were drawn from in-depth interviews with the headmaster, vice-principal, mentors, and students; non-participant classroom and campus observation; and analysis of curriculum documents, lesson plans, and institutional records. Data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing, with credibility, transferability, dependability, and confirmability strategies applied throughout. Three interlocking pillars, Strategic of Learning, Content of Learning, and School Culture, jointly cultivate hard, soft, and spiritual life skills. Strategic of Learning operationalizes a semester-based planning cycle built on Project Based Learning; Content of Learning channels this strategy through STEM-oriented modules such as robotics, the Internet of Things, tissue culture, and weather-balloon engineering; School Culture embeds daily religious practice as the vehicle for character and spiritual formation. Mentor competence, student motivation, parental involvement, and diversified funding supported implementation, while accreditation-bound national curriculum mandates and limited industry linkage constrained it. The study contributes an integrative three-pillar model relevant to faith-based schools navigating Industry 4.0 skill demands. As a single-site qualitative design, the findings are analytically rather than statistically generalizable; the transferability of the model to other institutional and cultural contexts warrants further comparative research. The study extends the life-skills literature by demonstrating how a faith-based institution operationalizes 21st-century competencies without displacing spiritual formation, thereby countering the assumption that religious schooling and future-ready skill development stand in tension.]]>
