<![CDATA[Islamic educational institutions face increasingly complex challenges arising from technological transformation, changing educational policies, organizational uncertainty, and social disruption. These conditions require institutions to develop organizational resilience while maintaining their Islamic identity and educational mission. This study aims to examine how organizational resilience can be strengthened in Islamic educational institutions by focusing on adaptive leadership, technological adaptation, stakeholder collaboration, Islamic values, and organizational learning. This study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation, while participants were selected using purposive sampling. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings show that organizational resilience is strengthened through adaptive and participatory leadership, flexible use of technology, stakeholder collaboration, internalization of Islamic values, and continuous organizational learning. Islamic values such as amanah, shura, ikhtiar, and tawakkal function not only as ethical principles but also as organizational resources that strengthen trust, responsibility, collective commitment, and adaptive capacity. The novelty of this study lies in integrating organizational resilience theory with adaptive leadership, social capital, organizational learning, and Islamic organizational values into a holistic perspective of institutional resilience. The study concludes that resilient Islamic educational institutions are those capable of anticipating disruption, adapting organizational practices, learning from experience, and transforming challenges into sustainable development while maintaining their Islamic institutional identity]]>
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