(by Raffi Muhamad Faruq (1222010139)/MPI Student/FTK/S1 Class 6D UIN Sunan Gunung Djati Bandung)
In the era of globalization, educational institutions are increasingly required to achieve not only local excellence but also global competitiveness. However, many Islamic educational institutions have yet to fully align with international standards. This gap is evident in curriculum development, institutional governance, and graduate quality. Therefore, this paper aims to explore the foundational concepts and practical applications of global-oriented educational institution management from the perspective of Islamic education. The objective is to offer strategic insights for educational leaders in constructing institutions capable of performing on the global stage while upholding Islamic values.
First: Fundamental Concepts of International Educational Institution Management; International educational institution management refers to an administrative framework that incorporates universal values, global competencies, and multicultural approaches. Within the context of Islamic education, such management must align with sharia principles, encompassing strategic planning, transformational leadership, and cross-border collaboration. The primary focus is not solely on academic achievement, but also on cultivating global character: open-minded, tolerant, and ethical. This concept merges contemporary managerial practices with the universal Islamic mission (rahmatan lil 'alamin), aiming to develop learners as proactive agents of change in the globalized world.
Second: Characteristics of International Educational Institutions; International educational institutions exhibit several distinctive features: internationally recognized curricula (e.g., IB, Cambridge), global languages of instruction (primarily English), and a strong emphasis on 21st-century competencies. In the Islamic education domain, these characteristics are further enhanced by the integration of inclusive and transnational Islamic values. Such institutions often establish global networks through academic partnerships and student exchanges. More importantly, they prioritize the development of soft skills, critical thinking, and intercultural understanding---equipping students not only with intelligence but also with wisdom and global sensibility.
Third: Input, Process, and Output Characteristics of International Education Management; Inputs in international education management include diverse student populations, globally qualified educators, and internationally benchmarked learning resources. The learning process is participatory, project-based, and interdisciplinary, with evaluations conducted holistically across cognitive, affective, and psychomotor domains. Outputs are globally competent graduates equipped with intercultural communication skills and heightened social awareness. Within the Islamic education framework, these outputs are further expected to embody noble character and serve as ambassadors of a peaceful and inclusive Islam on the world stage.
Fourth: Management of Establishing International Schools in Indonesia; Establishing international schools in Indonesia entails navigating stringent regulatory frameworks, including obtaining operational licenses from the Ministry of Education, Culture, Research, and Technology, and meeting both national and international standards. For Islamic educational institutions, the primary challenge lies in harmonizing global curricula with contextualized and moderate Islamic values. The management process must involve comprehensive planning, recruitment of high-caliber human resources, and the development of an integrative curriculum. Moreover, building an enabling ecosystem---from digital infrastructure to school culture and global partnerships---is essential for ensuring that the institution is not merely "international" in name, but genuinely global in standard and practice.
Global-oriented Islamic educational institutions are an urgent necessity in today's era of information openness and human mobility. Through structured, adaptive, and values-based management, such institutions can produce Muslim graduates who excel both intellectually and globally. A synergy between Islamic principles and international management practices is essential to foster education that is not only competitive but also meaningful. It is time for Islamic educational institutions to emerge as key contributors to a peaceful, just, and civilized global order.
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*)This article is extracted from the Teaching Material Module of the International Islamic Education Management Course Part 7 by Prof. A. Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/85341) (Diakses tanggal 20 April 2025).
