<![CDATA[Student experience management has become a strategic approach to improving educational service quality by positioning students’ experiences, needs, perceptions, and voices as important components of institutional management. This study aims to analyze student experience management in improving Islamic educational services at Nurul Iman Islamic Senior High School, Way Kanan, Lampung. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, educational staff, and students as research informants. The data were analyzed thematically through data reduction, coding, categorization, and thematic interpretation. The findings indicate that student experience management is constructed through four interconnected dimensions: academic experience, social-emotional experience, institutional service experience, and Islamic-spiritual experience. Academic experience is developed through interactive learning, teacher support, and responsiveness to students’ learning difficulties. Social-emotional experience is fostered through open, supportive, and caring teacher-student relationships. Institutional service experience is reflected in the accessibility, communication, and responsiveness of school services. Meanwhile, Islamic-spiritual experience is developed through religious habituation, teacher role modeling, moral guidance, and the integration of Islamic values into everyday school life. The study demonstrates that student experience is not merely an outcome of educational services but also functions as managerial input through student voice and feedback for continuous improvement of Islamic educational services. The novelty of this study lies in integrating academic, social-emotional, institutional, and Islamic-spiritual dimensions into a student experience management perspective within the context of Islamic secondary education]]>
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