<![CDATA[Islamic education requires a strong ontological foundation to structure academic knowledge and school practices amid diverse philosophical perspectives. This study examines its ontological foundations concerning reality, humanity, and knowledge, and maps four major schools of educational philosophy—Perennialism, Essentialism, Progressivism, and Reconstructionism—and their implications for Islamic school models. A literature review was conducted using descriptive-analytical and integrative approaches to books on Islamic and Western educational philosophy. The findings indicate that Islamic educational ontology views reality as a physical and metaphysical hierarchy grounded in tawhid, humans as ‘abdullah and khalifah, and knowledge as a divine gift encompassing profane and sacred elements. The four Western philosophical schools offer distinct perspectives: Perennialism emphasizes eternal truth; Essentialism prioritizes essential and cultural values; Progressivism focuses on changing experiences; and Reconstructionism emphasizes social reconstruction. These ontological perspectives shape Islamic school models, including curricula, teacher and student roles, and school atmosphere and culture. The findings provide a theoretical and philosophical foundation for administrators of Islamic educational institutions to align Islamic values with critical thinking about modern school models.]]>
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