<![CDATA[This study aims to examine the concept and mechanism of quality assurance in the Islamic education curriculum amid the challenges of digital transformation, as well as to formulate adaptive strategies that Islamic educational institutions can adopt to remain relevant without losing their orientation toward Islamic values. This research employs a library research method with a qualitative-descriptive analytical approach, in which data were collected through documentary study of relevant regulations, books, and academic journals, and subsequently analyzed using content analysis techniques involving data reduction, data display, and conclusion drawing. The findings indicate that the policy framework for curriculum quality assurance in Indonesian Islamic education—through the Internal Quality Assurance System (SPMI) and External Quality Assurance System (SPME)—is fairly well established at the regulatory level, yet its implementation in madrasahs is still hindered by an incompletely internalized quality culture. Digitalization presents opportunities such as data-driven quality mapping efficiency, learning personalization, and expanded access to Islamic learning resources, while simultaneously posing challenges including digital literacy gaps among educators, uneven technological infrastructure, and the risk of superficial religious understanding resulting from unverified digital information. This study proposes an integrated three-pillar model comprising the strengthening of SPMI, the gradual integration of digital technology, and the safeguarding of Islamic values and religious moderation (wasathiyyah), as a strategic framework to ensure that the Islamic education curriculum remains adaptive to the digital era without diminishing its core Islamic values.]]>
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