<![CDATA[The rapidly changing, complex, and unpredictable educational ecosystem requires Islamic educational institutions to develop both adaptive capacity and organizational resilience. Adaptation in Islamic education cannot simply be understood as the ability to follow changes, as it must preserve the identity, values, and objectives of Islamic education. Meanwhile, studies on adaptive leadership and Islamic leadership have largely developed separately. This condition indicates the need for a conceptual framework that integrates adaptive capacity with Islamic leadership values. This study employed a qualitative research design. Data were collected through interviews and a literature review and analyzed thematically using the steps proposed by Braun and Clarke. The research results show that adaptive Islamic educational leadership is a values-based leadership approach that enables Islamic educational institutions to diagnose change, innovate, and internalize Islamic values in an effort to achieve educational goals. To effectively exercise leadership, an Islamic educational institution leader must possess skills in data-based environmental scanning, stakeholder engagement, and regulatory and competitive scanning. This Study also discusses the dimensions of adaptive Islamic educational leadership which includes adaptive diagnosis, value-based adaptation, shura-based mobilization, ethical innovation, adaptive learning, uswah-based leadership, and maslahah-oriented transformation.]]>
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