<![CDATA[English language education in pesantren requires a curriculum that responds to global communication demands while maintaining the distinctive values and educational traditions of pesantren. However, developing such a curriculum requires alignment between students’ English-learning needs, institutional goals, and the religious and cultural characteristics of pesantren education. This study aims to examine the management of pesantren-based English curriculum development and its contribution to students’ global communication competence. Employing a qualitative case study design, the study was conducted at MA Model Hafshawaty Zainal Hasan Genggong within the Pesantren Zainul Hasan Genggong educational ecosystem. Data were collected through semi-structured interviews, participatory observations, and document analysis and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings identified five interconnected aspects of curriculum management: contextual curriculum planning, integration of formal and pesantren-based English programs, continuous curriculum evaluation, collaborative stakeholder involvement, and the development of global communication competence. English learning extended beyond formal classroom instruction through bilingual activities, English speeches, language-environment practices, and other communicative activities. These practices provided opportunities for students to develop communicative ability, confidence, and intercultural orientation while maintaining their religious and cultural identity. The study concludes that contextual curriculum management can provide a practical approach for aligning global communication demands with the distinctive educational goals and identity of pesantren. The study contributes a contextual curriculum-management perspective for developing globally oriented English education within the pesantren ecosystem.]]>
