<![CDATA[This study analyzes Islamic education policies in Indonesian higher education by comparing State Universities (PTU), State Islamic Religious Universities (PTKIN), and Private Islamic Religious Universities (PTKIS), focusing on regulation, governance, and knowledge integration. This study employs normative legal research with a qualitative policy analysis approach. Primary and secondary legal materials were collected through documentation of legislation, higher education regulations, policy documents, and scientific literature. Data were analyzed using statutory, conceptual, and comparative approaches. The findings show that PTU, PTKIN, and PTKIS operate within an integrated national higher education framework but demonstrate different patterns of Islamic education implementation. At PTU, Islamic Religious Education primarily functions as a compulsory course oriented toward character, ethics, and religious moderation. PTKIN has a broader mandate to integrate knowledge through curriculum, research, governance, and community service. PTKIS implements Islamic higher education according to institutional capacity, governance, human resources, and funding. These differences indicate that knowledge integration has developed institutionally but lacks a fully coherent national policy direction. This study proposes four policy dimensions: regulatory harmonization, integrative curriculum strengthening, PTU–PTKIN–PTKIS research collaboration, and quality assurance based on knowledge integration. This study shifts the analysis from predominantly epistemological and institutional perspectives toward comparative higher education policy, demonstrating that knowledge integration also depends on regulatory coherence, institutional capacity, governance, curriculum, research, and quality assurance.]]>
