<![CDATA[Purpose: This study aims to comparatively analyze Islamic education policies in Indonesia and Egypt by examining their historical, political, institutional, curricular aspects, and challenges. Methodology/approach: This research employs a qualitative literature study with a comparative approach, focusing on differences and similarities between Islamic education policies in Indonesia and Egypt. Data sources are obtained from relevant academic journal articles, and data are analyzed using content analysis techniques. Findings: The findings indicate that Islamic education in Indonesia has evolved from the traditional pesantren and madrasah systems, which have subsequently been integrated into the national education system under the coordination of the Ministry of Religious Affairs of the Republic of Indonesia. The Indonesian system is characterized by decentralization, inclusivity, and a balanced integration of religious and general knowledge, reflecting the country’s socio-cultural context. In contrast, Islamic education in Egypt is highly institutionalized and centralized through Al-Azhar University, which maintains a long historical continuity and emphasizes the study of turats (classical Islamic heritage) and classical scholarly authority. These differences reflect two contemporary models of Islamic education: one that is open and adaptive to modern developments, and another that is strong in preserving tradition and classical scholarly authority. Practical implications: Indonesia can enhance the quality of Islamic education through the integration of religious and general curricula, the improvement of teacher competencies, and international collaboration with Egypt. Originality/value: The novelty of this study lies in the typology of adaptive-integrative and authoritative-traditional models. This typology theoretically explains the dynamics between adapting to modernity and preserving classical scholarly traditions.]]>
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