<![CDATA[This study aims to analyze the strategic implementation of Information and Communication Technology (ICT) in Islamic Religious Education (PAI) learning at SMK Dewantara Bogor, evaluated through Fred R. David's strategic framework adapted into four structured stages: planning, formulation, implementation, and evaluation. A qualitative approach was employed using direct observation of digital classroom activities, in-depth interviews with the school principal, PAI teachers, and student representatives, as well as documentation of operational curriculum documents. Data were analyzed using the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing/verification. The findings indicate that: first, the planning stage maps infrastructure readiness and digital learning needs; second, the formulation stage integrates top-down and bottom-up policies mandating ICT and AI inclusion in Merdeka Curriculum teaching modules and interactive platform design; third, implementation fosters active, student-centered learning despite technical connectivity constraints; fourth, evaluation via supervision and progress reflection enhances teacher pedagogical-digital competence. The novelty of this research lies in embedding strategic management theory into vocational Islamic instruction, proving that structured ICT integration promotes deep learning and reinforces student religious character aligned with the Profil Pelajar Pancasila. These findings serve as a strategic benchmark for vocational institutions optimizing digital religious pedagogy.]]>
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