<![CDATA[This study examines how curriculum management can integrate Islamic values, science, and technology to strengthen educational competitiveness in a madrasah undergoing digital transformation. A descriptive qualitative design was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis, involving 23 participants, including the principal, vice-principals, teachers, students, and madrasah committee members. Data were analyzed through data condensation, display, thematic coding, triangulation, and verification. The findings show that curriculum management operates through a cyclical process of needs analysis and planning, integrative implementation, evaluation, academic supervision, and teacher professional development. Islamic values are contextualized in religious and general subjects, while digital tools such as projectors, internet resources, Kahoot, and Quizizz support interactive learning. Smartphone use is regulated to balance digital innovation with character formation. The study indicates that leadership support, teacher development, and digital infrastructure enable integration, whereas uneven teacher digital competence and limited learning resources remain constraints. The study implies that educational competitiveness depends not only on technology adoption but on coherent curriculum governance that aligns technology, pedagogy, Islamic values, and continuous improvement.]]>
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