<![CDATA[Visionary leadership has become increasingly decisive for madrasah development as educational planning is shaped by digital transformation, accountability demands, and the growing availability of institutional data. This article examines how visionary leadership of madrasah principals can strengthen data-based development planning in Islamic education institutions. The study employs an integrative literature review drawing on peer-reviewed journal articles, official policy documents, and recent publications on educational planning, school digital leadership, principal data literacy, and the digital governance of madrasahs. The review shows that effective planning in madrasah settings does not depend merely on the presence of data systems, but on the leader’s ability to convert data into strategic priorities, collective commitment, and measurable programmes. Visionary leadership contributes through five interrelated functions: future orientation, evidence-based diagnosis, participatory alignment, digital ecosystem orchestration, and continuous monitoring-reflection. In the Indonesian context, the strengthening of data-informed planning in general education and the expansion of EMIS, EDM, and e-RKAM within the madrasah ecosystem indicate a broader shift from compliance-oriented administration toward evidence-informed governance. However, implementation remains constrained by uneven digital capacity, limited analytical literacy, fragmented data practices, and weak linkage between planning and budgeting. This article offers an integrative model that positions visionary madrasah leadership as the bridge connecting institutional values, data use, and sustainable quality improvement.]]>
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