<![CDATA[This research examines the philosophical foundations underlying the development of an Islamic Education Curriculum based on the International Baccalaureate (IB) framework. The study is motivated by the need to harmonize global educational standards with Islamic epistemological and axiological principles in order to produce learners who are both intellectually competent and spiritually grounded. The objectives of this research are twofold: (1) to analyze the philosophical foundations that inform the development of the IB-based Islamic Education Curriculum, and (2) to identify the typological model that characterizes its development. This research employs a qualitative approach through a comprehensive literature review, involving critical analysis of philosophical theories of education as well as contemporary models of Islamic Education Curriculum development. Various sources, including academic journals, books, and policy documents, are examined to construct a coherent philosophical framework. The findings reveal that the philosophical foundation of the IB-based Islamic Education Curriculum is predominantly rooted in essentialism, emphasizing the transmission of core knowledge, values, and moral principles derived from Islamic teachings. At the same time, the curriculum reflects a dynamic engagement with modern educational paradigms. Furthermore, the typology of its development can be categorized as a synthesis of modernist and perennial essentialist approaches. This synthesis is conceptualized as a “Perennial-Essential Contextual Falsification” model, which integrates enduring Islamic values with contextual adaptability and critical inquiry. Such a model enables the curriculum to remain relevant in a global context while maintaining its theological and philosophical integrity.]]>
