<![CDATA[This study formulates an integrative model of World-Class Education (WCE)-based educational management at MAN Al Ashriyyah Nurul Iman Parung, Bogor, West Java by combining three dimensions that are often examined separately: educational organisation and bureaucracy, the boarding-pondok system, and educational technology. The article is an integrative synthesis of three mini-studies conducted at the same site. A descriptive qualitative approach with a document-based case-study design was employed, including thematic re-analysis of observation, interview, and documentation data reported in the three manuscripts. Data were analysed through condensation, mapping of similarities and differences, conceptual triangulation, relationship matrices, and model development. The findings show that WCE in a residential madrasah cannot be achieved through isolated flagship programmes. Organisation and bureaucracy provide vision, structure, authority, procedures, and accountability; the boarding-pondok system establishes a twenty-four-hour curriculum, care, adab, independence, well-being, and family partnership; while educational technology strengthens global connectivity, digital learning, information systems, administration, data security, and decision-making. Their integration requires strategic leadership, an integrated curriculum, professional human resources, sustainable financing, student safeguarding, a maintenance system, and data-based quality assurance. The novelty of the article lies in an Integrative WCE-Based Educational Management Model that positions academic quality, spiritual maturity, character, independence, well-being, digital capability, and global outlook as joint outcomes of a single governance architecture. ]]>
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