<![CDATA[Islamic education faces increasing pressure to respond to technological change while preserving the religious values, pedagogical traditions, and cultural authority that characterize its curriculum. This study examines how kiai authority and educational technology can be conceptually integrated within the transformation of Islamic education curriculum. An integrative literature review was employed to synthesize scholarly publications addressing Islamic education curriculum, kiai authority, pesantren educational practices, and technology-supported learning. Relevant studies were systematically identified, screened, categorized, and interpreted through thematic synthesis to reveal relationships among curriculum orientation, religious authority, pedagogical adaptation, and technological integration. The review identifies three interconnected patterns. First, kiai authority functions as a value-oriented foundation that influences curriculum direction, legitimacy, and pedagogical adaptation in Islamic educational institutions. Second, educational technology provides opportunities for expanding learning access, instructional flexibility, and curriculum delivery, but its adoption requires contextual alignment with institutional values and pedagogical traditions. Third, sustainable curriculum transformation emerges not from replacing traditional structures with technology, but from integrating technological innovation within culturally and religiously grounded educational practices. The study proposes an integrative framework positioning kiai authority as a normative-pedagogical anchor and educational technology as an adaptive instrument for Islamic education curriculum transformation.]]>
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