<![CDATA[This study provides a comparative analysis of Islamic education policies in Indonesia, Malaysia, and Iran, focusing on how ideological, political, social, and cultural factors shape their respective educational systems. Using a qualitative–comparative approach and policy analysis framework, the research examines three main dimensions: ideological foundations, institutional structures, and curricular orientations. The findings reveal that each country embodies a distinct model of the relationship between religion and the state: Indonesia adopts a plural-religious inclusive model integrating Islamic education into the national system through collaboration between the government and religious organizations; Malaysia applies an integrative-identitarian model in which Islamic education serves as a tool for national identity formation and moral development under strong state coordination; while Iran represents a theocratic-ideological model where Islamic education functions as an instrument for ideological reproduction and moral governance under clerical leadership. Despite their differences, all three systems share a common goal—to produce morally upright, knowledgeable, and socially responsible citizens. However, challenges persist regarding the balance between religious authenticity and modernization, as well as between state control and educational autonomy. This study contributes to comparative Islamic education research by highlighting the epistemological and ideological dynamics that shape educational reforms in diverse Muslim-majority contexts, offering a novel framework for understanding how Islamic education evolves amid globalization and modern statehood.]]>
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