Innovation Management in the Development of Islamic Education Curriculum

Susanti (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Feri Riski Dinata (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Muslih Qomarudin (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Dwi Sugianik (Institut Agama Islam Al Hikmah Lampung, Indonesia)

Assyfa Journal of Islamic Studies
Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies

The rapid development of digital technology, artificial intelligence, changing learner characteristics, and the growing demands for twenty-first-century competencies require Islamic educational institutions to pursue systematic curriculum innovation while maintaining their Islamic identity and values. This study aims to analyze innovation management in Islamic education curriculum development and identify the processes, strategies, and factors that support sustainable curriculum innovation. The study employed a qualitative approach using a literature study method. Data were obtained through the identification and analysis of relevant academic literature addressing innovation management, curriculum development, Islamic education, digital transformation, and technology integration in education. The data were analyzed using thematic analysis through the stages of identification, coding, categorization, interpretation, and synthesis of findings across the selected literature. The findings indicate that innovation management in Islamic education curriculum development consists of four major dimensions: innovation identification and strategic planning, collaborative implementation and teacher capacity development, integration of digital technology and Islamic values, and evaluation, continuous improvement, and institutionalization of innovation. These dimensions form a continuous innovation cycle in which Islamic values function as the philosophical and ethical foundation. The novelty of this study lies in conceptualizing curriculum innovation management as an organizational process that integrates technological adaptation, collaboration, competency development, evaluation, and Islamic values within a single continuous innovation cycle. The study emphasizes that curriculum innovation in Islamic education should not be limited to educational modernization but should produce curricula that are adaptive to change, relevant to learners' needs, ethically oriented in the use of technology, and firmly grounded in Islamic educational identity.