<![CDATA[Although shadow education has emerged as a significant global educational phenomenon, research examining its organization through the framework of Islamic educational management remains limited. This study aims to explore the strengths of shadow education, examine the integration of Islamic educational management functions in its administration, and identify its implications for the broader educational ecosystem. A qualitative case study was conducted at the Aqila Course and Training Institution in Tambak District, Banyumas Regency, Central Java, Indonesia, with informants comprising institutional leaders, senior tutors, and parents selected through purposive sampling. The institution was selected because of its established experience in providing educational course and training services. Data were collected through in-depth, open-ended interviews and analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal that the principal strengths of shadow education include personalized and adaptive teaching, an interactive and family-oriented learning environment, and effectiveness in supporting students’ academic goals. Islamic educational management is implemented through collaborative curriculum planning, institutional practices that prioritize Sharia values and religious discipline, and a structured quality-control system involving periodic evaluation and alignment with parental aspirations. These practices position shadow education as a complementary academic mechanism that supports students’ problem-solving independence, religious character development, and social skills through proactive communication between the institution and parents. The study concludes that integrating Islamic educational management principles into shadow education can strengthen both instructional responsiveness and institutional quality. These findings contribute to the literature on Islamic educational management and nonformal education by demonstrating how managerial functions and Islamic values can be integrated within supplementary education while offering practical implications for nonformal education providers seeking to balance academic achievement, character formation, and stakeholder collaboration. Keywords: Shadow Education; Islamic Educational Management; Nonformal Education; Personalized Learning; Educational Ecosystem]]>
