<![CDATA[Purpose – This study maps how Islamic education policy is constructed through policy instruments, policy mixes, governance regimes, and institutional mediation, and how these configurations are linked to human development and governance outcomes.Design/methods/approach – A scoping review of publications from 2001–2025 was reported with reference to PRISMA-ScR. Scopus AI, Consensus, and purposive reference searching identified 118 records; after one duplicate and title-abstract screening, 54 studies were included. Because the initial archive did not retain search dates or source-specific record counts, full search reproducibility is not claimed.Findings – Eight clusters were identified: state-religion relations, regulatory frameworks, implementation and decentralization, pesantren/madrasah governance and quality assurance, financing and equity, teacher professionalization, curriculum reform and identity, and SDGs and sustainability. Outcomes were more often linked to configurations of instruments than to single tools. Implementation variation was repeatedly associated with institutional capacity, leadership, pedagogical authority, and local adaptation, while outcome evidence remained uneven and frequently normative, inferential, or implementation-based.Research Implications – Future evaluation should examine instrument configurations, use explicit outcome indicators and study-level coding matrices, strengthen audit trails, and broaden geographic coverage, particularly in Muslim-minority contexts. The proposed model is heuristic rather than causal.]]>
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