<![CDATA[This study aims to examine curriculum morphogenesis through an in-depth analysis of educational management models and their influence on curriculum transformation in madrasas. The study focuses on understanding how participatory, collaborative, and technology-based management practices shape the processes of curriculum adaptation, implementation, and improvement in response to changing educational needs. A qualitative approach was employed using a case study design. Data were collected through semi-structured interviews with madrasa heads, teachers, and relevant stakeholders, complemented by direct observations and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing to identify patterns of managerial practices, opportunities, and challenges in curriculum transformation. The findings reveal that participatory management strengthens stakeholder involvement in curriculum decision-making, while technology-based management enhances flexibility, information sharing, and the responsiveness of curriculum implementation. The interaction between leadership, teacher collaboration, technological utilization, and stakeholder participation forms an adaptive managerial environment that supports curriculum morphogenesis. However, the transformation process remains constrained by limited resources, differences in digital competence, and resistance to organizational change among some stakeholders. The study concludes that sustainable curriculum morphogenesis requires an integrated and collaborative management approach that combines adaptive leadership, participatory decision-making, technological innovation, and continuous capacity building to improve educational quality and institutional responsiveness.]]>
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