<![CDATA[Sustainable education has become one of the strategic agendas in global development, positioning education as a primary instrument for building an inclusive, equitable, and future-oriented society, as emphasized in the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. In the Indonesian context, Islamic education holds a strategic position as it not only contributes to the development of students’ intellectual capacities but also plays a significant role in character formation, moral values, and social sustainability. However, the implementation of sustainable education policies within the Islamic education sector continues to face various structural and conceptual challenges, including the dualism of the education system, policy fragmentation among institutions, disparities in educational quality and access, and the limited synergy among stakeholders in educational governance. These conditions indicate a gap between the paradigm of sustainable education, which requires a holistic approach, and the practice of Islamic education policy, which remains relatively partial and sectoral. This article aims to analyze the construction of Islamic education policy from the perspective of sustainable education and to formulate an integrative policy model that aligns with the characteristics and needs of Islamic education in Indonesia. This study employs a library research method using a conceptual approach and critical analysis of various academic literature, policy documents, educational regulations, and research findings related to sustainable education, Islamic education policy, systemic approaches, and the concept of multilevel governance. The analysis is conducted to identify the limitations of existing policy paradigms while exploring strategic principles for developing sustainable Islamic education governance. The findings reveal that Islamic education policies in Indonesia have not yet fully reflected the principles of sustainability, as they remain largely focused on institutional quality improvement, administrative management, and compliance with educational standards. Meanwhile, the aspects of value integration, system sustainability, and cross-stakeholder collaboration have not become the fundamental basis of policy development. Based on these findings, this article proposes an Integrative Model of Sustainable Education Policy built upon three main dimensions: (1) value integration, which connects Islamic educational principles with global sustainability values; (2) system integration, which harmonizes various educational subsystems through a holistic approach; and (3) policy integration, which strengthens coordination and collaboration among different levels of government and educational actors. This model is characterized as adaptive, value-based, collaborative, and long-term oriented, making it a conceptual framework for transforming Islamic education policies into a more responsive system that addresses social change, global challenges, and the needs of future generations.]]>
