From Tradition to Innovation: University–Pesantren Technological Collaboration for Advancing the SDGs

From Tradition to Innovation: University–Pesantren Technological Collaboration for Advancing the SDGs | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article From Tradition to Innovation: University–Pesantren Technological Collaboration for Advancing the SDGs Zahra Khusnul Lathifah, Radif Khotamir Rusli, Lilis Fauziah Balgis, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6624833/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study explores the role of Islamic boarding schools (Islamic boarding schools) in implementing the United Nations Sustainable Development Goals (SDGs), particularly in the areas of quality education, environmental sustainability, and community empowerment. Despite high awareness of SDG principles among Islamic boarding school leaders, there are significant gaps in practical implementation, especially regarding technology integration and sustainable practices. This study uses a mixed-method approach to analyze SDG implementation trends in Islamic boarding schools through surveys and explore university-supported technology adoption via interviews and observations. The research reveals that many Islamic boarding schools have initiated SDGs-related activities such as waste management and community empowerment programs. Challenges remain due to limited resources, technological access, and financial constraints. The study also highlights the crucial role of universities in addressing Islamic boarding school curriculum challenges through research-based community service programs and technological interventions, such as digital literacy training and e-learning integration, to overcome management and innovation limitations. Furthermore, the collaboration between universities and Islamic boarding schools shows promise in improving the scalability and impact of these initiatives, although cultural and structural differences between the two institutions pose challenges. The findings suggest that a technology-enabled partnership model, built on mutual understanding and co-creation of solutions, could bridge these gaps and foster sustainable growth. Ultimately, this research emphasizes the need for tailored, context-sensitive approaches to integrate modern innovations with traditional Islamic educational values, contributing to global educational sustainability efforts. Education Economic Growth Consumption Partnership Islamic Boarding School Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 1 Introduction The Sustainable Development Goals (SDGs), initiated by the United Nations, provide a global framework for realizing inclusive, prosperous, and sustainable societies. Key goals include SDG 2, which aims to end poverty in all its forms, SDG 4, focusing on ensuring inclusive and equitable quality education, and SDG 8, which promotes decent work and economic growth. SDG 12 encourages responsible consumption and production to minimize environmental impact, while SDG 17 advocates for partnerships to achieve these goals through collaboration and shared resources. These interconnected goals emphasize the importance of addressing poverty, fostering quality education, ensuring economic stability, promoting environmental sustainability, and strengthening global partnerships to create lasting social impact and drive sustainable development worldwide. Indonesia's higher education system faces numerous challenges in achieving the United Nations SDGs, particularly quality education, equity, and lifelong learning. Islamic boarding schools [ 1 ], as unique and indigenous Islamic institutions in Indonesia, hold immense potential as agents of social transformation, particularly in poverty eradication, quality education enhancement, and environmental sustainability. Despite their pivotal contributions to education and community development, Islamic boarding schools continue to encounter enduring challenges, including inadequate resources, a predominant reliance on conventional pedagogical approaches, and limited integration of contemporary technological advancements. To address these challenges, collaboration with Indonesian higher education institutions is crucial in providing research-based solutions, capacity-building initiatives, and strategic partnerships that align with the Sustainable Development Goals (SDGs) while preserving their cultural and educational identity. In alignment with Indonesia’s commitment to Sustainable Development Goal 4 (Quality Education) and its associated targets, a central challenge lies in empowering Islamic boarding school to meaningfully contribute to these objectives without undermining their foundational values. Socio-economy disparities and historical inequities continue to impede equitable access to quality education within Islamic boarding school communities. Strategic collaboration between universities and Islamic boarding school holds significant potential to integrate contemporary pedagogical methodologies and technological advancements, while preserving the unique epistemological and cultural framework of their education system. Nevertheless, persistent obstacles – such as limited financial and infrastructural resources, inflexible curricula, and institutional resistance to change – necessitate context-specific, culturally sensitive interventions. These efforts must honor long-standing traditions while advancing inclusive and sustainable educational development. At present, the lack of comprehensive policy guidance and replicable models presents a critical impediment, underscoring the urgent need for coherent, structured strategies to enhance the role of these institutions in supporting Indonesia’s development priorities and contributing to broader global sustainability agendas. Islamic boarding school or the so called Islamic boarding school is the unique and indigenous Islamic institutions in Indonesia. It have great potential to become agents of social transformation, especially in eradicating poverty [ 2 ], improving quality education [ 3 ], and supporting environmental sustainability [ 4 ]. However, most of them still face significant challenges in carrying out this role. Limited resources, traditional pedagogical approaches, and limited access to technology are the main obstacles in efforts to integrate SDGs principles into Islamic boarding school education system [ 5 ]. On the other hand, universities, as centres of technological innovation and research, posses significant potential to assist them overcoming these obstacles [ 6 ]. Leveraging their scientific and technological capacities, universities can serve as strategic partners in facilitating the adoption of sustainable practices within Islamic educational institutions through effective knowledge and technology transfer [ 7 ]. However, scholarly investigations examining the collaboration between universities and Islamic boarding school within the framework of Sustainable Development Goals (SDGs) implementation remain notably limited. The study is relevant amidst the urgent need to create synergy between Islamic boarding school and universities to strengthen the implementation of the SDGs, especially in the aspect of sustainable education. Although there have been various initiatives related to the SDGs in general educational institutions, similar efforts are still minimal in it. This indicates a gap that needs to be bridged more in-depth and applicable through research. The study aims to answer the main questions: (1) how are Islamic boarding schools currently implementing aspects of the SDGs?; (2) what technological interventions can be provided by universities?; and (3) how strategic collaboration between the two institutions can improve the sustainability of education in Islamic boarding school?. The answers to these questions will provide theoretical and practical contributions to the development of a technology-based sustainable education model in Islamic boarding school. Specifically, this study also aims to identify best practices from collaboration between Islamic boarding school and universities that can be replicated in various regions. Given the widespread role of it throughout Indonesia, the findings of this study are expected to provide a systemic impact on improving the quality of Islamic-based education and its contribution to the SDGs as a whole. The urgency of this research is increasing in the era of digital disruption, where technology is the key to achieving educational sustainability. However, to date, there are still significant gaps in the use of technology in Islamic boarding school [ 8 ], both in terms of accessibility and human resource skills [ 9 ]. This requires integrated intervention from various parties, especially universities as drivers of innovation [ 10 ] [ 11 ]. Thus, this study not only provides a picture of the actual conditions of SDGs implementation in Islamic boarding school but also offers technology-based solutions and collaboration. The results of the study are expected to be a reference for policy makers, Islamic boarding school leaders, and universities in creating strategic partnerships that are sustainable and have a real impact on the development of quality education in Indonesia. 1.1. Sustainable Development Goals in Islamic Education The Sustainable Development Goals (SDGs) provide a comprehensive framework to address global challenges such as poverty alleviation, reducing educational inequalities, and ensuring environmental sustainability [ 12 ]. Education plays a pivotal role in achieving these goals, but much of the existing research has primarily focused on formal [ 13 ], secular institutions [ 14 ], leaving a gap in understanding the potential contributions of Islamic educational institutions, particularly Islamic boarding school [ 15 ]. These traditional schools serve not only as centres of religious and moral education but also as key agents in shaping community values and fostering resilience in local contexts [ 16 ]. Despite their significant societal role, the alignment of Islamic boarding school with the principles of SDGs remains underexplored, limiting their potential impact in advancing sustainability goals within their communities [ 17 ]. Islamic boarding schools operate on unique structures rooted in Islamic teachings, offering a valuable platform for integrating global sustainability principles into a context-sensitive framework [ 18 ]. These institutions emphasize holistic education that includes moral, social, and spiritual dimensions, making them well-positioned to address SDG priorities such as quality education, poverty reduction, and environmental stewardship. However, their potential is constrained by traditional pedagogical methods, limited access to modern technology, and insufficient external collaboration [ 19 ]. By embedding SDG principles into their curricula and operational strategies, it could not only improve their educational outcomes but also play a transformative role in fostering sustainable development in their communities. This requires targeted research and innovation to identify effective strategies for integrating sustainability within these institutions. Addressing this gap necessitates a focused exploration of how it can adopt and adapt global sustainability practices while maintaining their Islamic identity and traditions [ 20 ]. Research should investigate practical pathways to incorporate SDGs into Islamic boarding schools' educational content, teacher training, and community outreach programs. Collaboration with higher education institutions, policymakers, and international organizations can provide the necessary resources and expertise to overcome current limitations. By positioning it as active participants in global sustainability efforts [ 21 ] [ 22 ], such initiatives could not only enhance their impact on local communities but also demonstrate the compatibility of Islamic educational values with the broader global goals of sustainable development. 1.2. Role of Technology in Education The integration of technology in education has revolutionized traditional teaching and learning approaches, making education more accessible, personalized, and inclusive [ 23 ] [ 24 ]. Digital platforms, such as e-learning tools and virtual classrooms, allow for flexible and adaptive learning experiences that cater to diverse student needs [ 25 ] [ 26 ]. Moreover, advancements in data analytics enable educators to track learning progress, identify challenges, and implement evidence-based interventions [ 27 ]. This transformative power of technology aligns closely with the goals of the Sustainable Development Goals (SDGs), particularly in enhancing the quality of education and addressing inequalities [ 28 ] [ 29 ] [ 30 ]. However, while the adoption of technology is widespread in secular and urban educational contexts, faith-based institutions often lag behind in leveraging these advancements due to resource constraints, lack of training, or cultural resistance [ 31 ]. In sustainable education, technology serves as a crucial enabler for integrating SDG principles into institutional practices [ 32 ]. For instance, it supports the efficient management of resources, facilitates environmental monitoring, and encourages collaborative learning focused on global sustainability challenges [ 33 ]. Technology also enables institutions to conduct virtual exchanges and global partnerships, exposing learners to diverse perspectives and best practices [ 34 ]. For Islamic boarding school, which traditionally rely on manual and community-centred practices, the incorporation of digital tools offers a pathway to modernize operations while preserving their religious and cultural identity [ 35 ]. Through technology, it could expand their reach, innovate curriculum delivery [ 6 ], and align their mission with SDG objectives, fostering a new generation of learners equipped for the challenges of sustainability [ 36 ]. However, the implementation of technology in Islamic boarding school faces several barriers, such as inadequate infrastructure, limited internet access, and a lack of digital literacy among educators and administrators [ 37 ]. Addressing these barriers requires targeted investments and capacity-building initiatives. Collaboration with universities, governments, and private sectors could provide technical and financial support to Islamic boarding school, enabling them to adopt and integrate technological solutions effectively. Moreover, tailored approaches that respect the cultural and religious values of these institutions are essential to ensuring the acceptance and sustainability of technology-driven changes [ 38 ]. Without addressing these contextual challenges, it’s potential to contribute meaningfully to SDGs through technology will remain untapped. To fully realize the benefits of technology in Islamic boarding school, research is needed to explore context-sensitive models of technological integration [ 39 ]. Studies should investigate the most effective digital tools and strategies for advancing sustainability education while maintaining the core religious values of Islamic boarding school. Additionally, it is important to examine how technology can strengthen partnerships between Islamic boarding school and external stakeholders, fostering knowledge exchange and resource-sharing to achieve mutual goals. By bridging the gap between tradition and innovation, technology can empower Islamic boarding school to not only adapt to the demands of modern education but also lead in addressing global challenges outlined in the SDGs. 1.3. University-Islamic boarding school Partnership Recent research highlights the critical role universities can play in empowering Islamic boarding school to meet sustainability challenges through collaborative partnerships. Universities possess access to advanced research, funding opportunities, and technological expertise [ 40 ] that it often lack. These partnerships can facilitate the integration of sustainability practices in Islamic boarding school by providing training on digital tools, curriculum development, and resource management [ 41 ]. For example, studies have shown that university-led capacity-building initiatives can help traditional institutions like Islamic boarding school adopt renewable energy systems [ 42 ], enhance waste management [ 43 ], and implement sustainable agriculture [ 44 ] [ 45 ]. Such collaborations not only modernize its operations but also create models that combine religious teachings with practical sustainability frameworks, aligning with both local needs and global SDG targets. Despite their potential, university-Islamic boarding school partnerships face significant challenges rooted in cultural and operational differences. Research reveals that Islamic boarding school, deeply rooted in Islamic traditions, may be cautious about adopting modern technologies or pedagogies that could be perceived as misaligned with their values [ 46 ]. Universities, on the other hand, often operate under secular frameworks, creating potential disconnects in priorities and approaches [ 47 ]. Effective collaborations require mutual understanding and respect for the unique identities of each institution. Recent studies emphasize the importance of co-creating programs that blend modern methodologies with Islamic principles, ensuring that initiatives are not only practical but also culturally acceptable to Islamic boardings school communities [ 48 ]. Another area of focus in recent research is the role of trust and relationship-building in sustaining university-Islamic boarding school collaborations. Studies have shown that successful partnerships rely heavily on consistent communication, shared goals, and equitable power dynamics [ 49 ]. For instance, collaborative projects that involve its leaders in decision-making processes tend to achieve greater buy-in and long-term impact. Universities can play a facilitative role by acting as mediators between Islamic boarding school and external stakeholders, such as government agencies or non-governmental organizations, to secure resources and policy support. This tripartite collaboration model has been identified as an effective strategy for scaling successful initiatives across multiple Islamic boarding school networks. The scholarly gap in understanding university-Islamic boarding school partnerships also calls for further exploration of their scalability and long-term sustainability. Recent research suggests that while pilot projects often yield promising results, replicating these successes across diverse Islamic settings remains a challenge [ 50 ]. Factors such as geographical disparities, varying levels of institutional readiness, and differing interpretations of Islamic teachings can influence the effectiveness of these partnerships [ 51 ]. Future studies should focus on developing adaptable frameworks that account for these variables while promoting shared ownership and mutual benefits. By addressing these research gaps, universities and Islamic boarding school can build stronger partnerships that not only advance SDG implementation but also serve as global exemplars of cross-institutional collaboration. 2 Methodology 2.1. Data Collection This study employed a mixed-method approach [ 52 ] to comprehensively examine the intersection of Sustainable Development Goals (SDGs) implementation in Islamic boarding school and the role of higher education institutions in fostering this process through technological interventions. Data collection involved both quantitative and qualitative methods to ensure a holistic understanding. Data collection involved both quantitative and qualitative methods to ensure a holistic understanding and was conducted over a period of six months (March - October 2024). Structured questionnaires [ 53 ] were distributed to leaders, teachers, and administrators at various Islamic boarding school to capture insights into the current implementation of SDG-related practices. These questionnaires focused on key aspects such as educational quality, environmental sustainability, poverty alleviation, and community empowerment. The development of the questionnaire instrument was based on psychometric principles to ensure validity and reliability. A thorough review of existing literature on Islamic boarding school education and sustainable development provided the foundation for item generation. Expert consultations with academics and practitioners in Islamic education and sustainability further refined the instrument to enhance its contextual relevance and comprehensibility. A pilot study was conducted to test the instrument’s clarity, consistency, and sensitivity in measuring key variables, resulting in necessary adjustments to improve precision. The final questionnaire utilized a Likert scale to assess perceptions and levels of engagement with SDG initiatives, ensuring a comprehensive and data-driven analysis of Islamic boarding school contributions to sustainable development. To select a representative sample of 45 Islamic boarding school leaders from a total population of 200 in Bogor Regency, West Java, Indonesia, using random sampling, a simple random sampling (SRS) technique [ 54 ] or a stratified random sampling method can be applied. In SRS, each leader is assigned a unique number, and 45 individuals are randomly chosen using a lottery method or a random number generator, ensuring that every leader has an equal chance of selection. However, if the leaders vary significantly based on factors such as region, school size, or religious orientation, stratified random sampling is more appropriate. This involves dividing the 200 leaders into homogeneous subgroups (strata) based on relevant characteristics and then randomly selecting a proportional number of representatives from each group to ensure balanced representation. The sample size of 45 is justified if it maintains a confidence level of at least 90% with a reasonable margin of error [ 55 ], ensuring that the selected individuals reflect the broader perspectives of all 200 leaders. This approach enhances the validity and generalizability of the findings while minimizing selection bias. The demographic profile of the 45 selected Islamic boarding school leaders includes 27 women (62.8%) and 16 men (37.2%), reflecting a significant female representation in leadership roles. This composition suggests an inclusive sampling process that captures diverse perspectives within the Islamic boarding school’s community. Additionally, the sample may be further categorized based on factors such as age, educational background, years of experience, and geographic distribution to ensure a well-rounded representation. By maintaining proportionality in gender and other key characteristics, the sample enhances the reliability of insights drawn from the study, ensuring that the findings accurately reflect the views of the broader population. Complementing this, qualitative data were collected through direct observations and in-depth interviews [ 56 ] with university staff and educators actively engaged in collaborative projects with Islamic boarding school. The observations [ 57 ] provided a first-hand understanding of the technological tools and strategies being utilized, while the interviews delved into the perspectives of stakeholders regarding the effectiveness, challenges, and opportunities of these interventions. 2.2. Analysis The analysis combined both datasets using thematic coding to identify recurring patterns and relationships. Quantitative responses from the questionnaires were analyzed to highlight common trends in SDG implementation within Islamic boarding school. Meanwhile, qualitative data from interviews and observations were examined to uncover nuanced insights into how higher education institutions facilitate the adoption of technology to support sustainability efforts. This integrative approach enabled the study to draw connections between traditional educational practices in Islamic boarding school and the transformative potential of university-led technological innovations in advancing SDG objectives. The quantitative data analysis from the questionnaire aims to identify general trends in the implementation of the Sustainable Development Goals (SDGs) in various Islamic boarding school. Respondents consisted of leaders, teachers, and administrators who provided data on the quality of education, environmental sustainability, poverty alleviation, and community empowerment. The analysis uses descriptive and inferential statistical approaches [ 58 ] to understand the level of awareness, implementation, and obstacles faced in implementing SDGs-related practices [ 59 ]. The data analysis involved several steps to ensure a comprehensive understanding of the findings. Descriptive statistics were employed to measure key metrics such as frequency, mean, median, and standard deviation for variables like perceptions of education quality and the level of adoption of sustainability practices. 3 Statistical analysis The scope of the research focuses on evaluating and enhancing the role of Islamic boarding school in achieving Sustainable Development Goals (SDGs) through collaboration with higher education institutions and the application of technological innovations. The study emphasizes four key dimensions: quality of education, poverty alleviation, decent work and economic growth, and responsible production and consumption patterns. By examining these dimensions, the research aims to uncover how Islamic boarding school can better align with global sustainability goals while preserving the Islamic educational values. 3.1. SDG 4 Quality of Education The first dimension shown in Figure 1 quality of education , assesses how Islamic boarding school meet contemporary educational needs while preparing students for global challenges. Factors such as curriculum relevance, availability of modern facilities, professional training for teachers, and adoption of innovative pedagogical practices are central to this evaluation. The study highlights that Islamic boarding school with strong collaborations with universities tend to perform better in integrating technology, fostering inclusive learning environments, and measuring students’ academic and character development. Additionally, the relevance of religious lessons to real-world issues and the provision of opportunities for higher education showcase how Islamic boarding school can evolve to meet the demands of a rapidly changing world. Table 1. Descriptive Analysis of Quality of Education Total Mean 50,1621622 Standard Error 1,16086945 Median 51 Mode 57 Standard Deviation 7,06129321 Sample Variance 49,8618619 Kurtosis -0,4315535 Skewness -0,5167123 Range 26 Minimum 34 Maximum 60 Sum 1856 Count 37 The visualization of Distribution of Standard Deviation is as shown below: Figure 2 illustrates the normal distribution of the dataset, highlighting key statistical features. The mean is 50.16 (marked by a red dashed line), while the standard deviation is 7.06 (indicated by grey dotted lines). The shaded regions represent data coverage: the light blue area spans ±1σ , encompassing approximately 68% of the data, while the lighter blue area extends to ±2σ , covering around 95% . The blue density curve depicts the probability distribution, showing that most values cluster near the mean with fewer occurrences at the extremes. 3.2. SDG 2 No Poverty The second dimension, poverty alleviation , explores Islamic boarding school's initiatives to support the financial and economic well-being of students and surrounding communities. Programs such as scholarships for underprivileged students, economic empowerment activities, and career guidance for students demonstrate Islamic boarding school's active role in reducing poverty. Moreover, their partnerships with external institutions have enabled access to additional resources, which strengthen efforts to provide employment opportunities and develop business units. This study finds that Islamic boarding school integrating these activities with their educational goals not only uplift their communities but also create pathways for families to break the cycle of poverty. Table 2. Descriptive Analysis of Poverty Alleviation Total Mean 45,1621622 Standard Error 1,38823538 Median 47 Mode 49 Standard Deviation 8,44430615 Sample Variance 71,3063063 Kurtosis -0,0625293 Skewness -0,4372086 Range 35 Minimum 25 Maximum 60 Sum 1671 Count 37 The poverty alleviation analysis shows an average poverty rate of 45.16, with moderate variation. The median is 47, with 49 being the most frequent. The data shows significant variation in poverty rates between individuals. Boarding school leaders rate poverty alleviation programs higher than madrasah principals, praising Islamic boarding school for scholarships, economic empowerment, and external collaboration. However, madrasah principals score lower in economic empowerment and external cooperation. This suggests a strategic approach from Islamic boarding school leaders, while madrasah principals focus on practical aspects. The visualization of Distribution of Standard Deviation is as shown below Figure 4 depicts the distribution of poverty alleviation data , highlighting key statistical measures. The mean is 45.16 , with a standard deviation of 8.44 , and the data ranges from 25 to 60 . The shaded blue areas represent data coverage: the dark blue region spans ±1 standard deviation , covering approximately 68% of the data, while the light blue region extends to ±2 standard deviations , encompassing around 95% . This visualization effectively illustrates the spread and concentration of data points, showing that most values are clustered around the mean while fewer observations fall toward the extremes. 3.3. SDG 8 Decent Work and Economic Growth Responses The third dimension, decent work and economic growth , focuses on Islamic boarding school’s integration of economic activities into their operations to ensure financial independence and community welfare. The research reveals that Islamic boarding school-run business units significantly contribute to economic stability and offer practical training opportunities for students. Programs in entrepreneurship, financial literacy, and technology integration are key strategies for fostering sustainable economic growth. Furthermore, Islamic boarding school collaborating with higher education institutions have shown a higher capability to develop innovative business models, access funding opportunities, and equip students with the skills necessary for the modern workforce. Table 3. Descriptive Analysis of Decent Work and Economic Growth Total Mean 47,4864865 Standard Error 1,41878306 Median 49 Mode 50 Standard Deviation 8,63012045 Sample Variance 74,478979 Kurtosis 0,37351868 Skewness -0,7047219 Range 37 Minimum 23 Maximum 60 Sum 1757 Count 37 The data on decent work and economic growth in the sample reveals a mean of 47.49, with a moderate level of accuracy. The median value is 49, with a mode of 50. The data shows large variation, indicating inequality in decent work and economic growth. Cross-tabulation analysis shows that boarding school leaders highly value the role of Islamic boarding school business units in supporting the economy and providing entrepreneurship training to students. They believe these units positively impact students' education and manage the economy without external donors. Madrasah heads, on the other hand, provide more varied ratings, with lower scores on indicators such as direct impact on students' education and managing the economy without external donors. They also believe Islamic boarding school do not adequately teach financial literacy or provide access to capital for aspiring entrepreneurs. Despite these differences, both boarding school leaders and madrasah heads agree that Islamic boarding school business units have great potential for supporting economic welfare and student education. The visualization of Distribution of Standard Deviation is as shown below: The Decent Work and Economic Growth distribution highlights key statistical features. The mean value is 47.49 (red dashed line), with a slight negative skew of -0.70, indicating a small leftward tilt in the data. The spread is measured by a standard deviation of 8.63 (gray dotted lines), showing variability around the mean. The blue shaded areas represent data coverage: the dark blue region spans ±1 standard deviation (38.86 to 56.12), covering 68% of the data, while the light blue region extends to ±2 standard deviations (30.23 to 64.75), encompassing 95% of the data. The range spans from a minimum of 23 to a maximum of 60, totalling 37 points, illustrating the overall dispersion of values. 3.4. SDG 12 Responsible Production and Consumption Patterns Finally, the responsible production and consumption dimension of SDGs 12, examines how Islamic boarding school implement sustainable practices to maintain environmental balance. Initiatives such as greening programs, waste recycling, water conservation, and the use of renewable energy technologies like solar panels highlight Islamic boarding school’s commitment to environmental sustainability. Collaboration with universities has amplified these efforts by introducing advanced technologies and knowledge-sharing programs. This aspect of the study underscores the potential of Islamic boarding school to serve as models of environmental responsibility while instilling ecosystem preservation values in students and communities. Table 4. Descriptive Analysis of Responsible Production And Consumption Total Mean 47,1621622 Standard Error 1,29593585 Median 48 Mode 43 Standard Deviation 7,88287001 Sample Variance 62,1396396 Kurtosis -0,149758 Skewness -0,4400482 Range 33 Minimum 27 Maximum 60 Sum 1745 Count 37 The descriptive analysis of responsible production and consumption patterns in a sample revealed a mean of 47.16, indicating a general level of achievement or awareness of these patterns. The mean value was moderately varied, with a median of 48 and a mode of 43. The standard deviation was 7.88 and the sample variance was 62.14, indicating significant variation in these patterns among individuals. Cross-tabulation analysis showed that boarding school leaders generally give positive assessments of the school's efforts to maintain environmental cleanliness and sustainability, with high scores on indicators such as greening programs, clean water management, and the use of environmentally friendly technology. Boarding school leaders also emphasized the school's efforts in involving students in environmental management and collaborating with external parties for responsible use of environmental resources. The visualization of Distribution of Standard Deviation is as shown below: Figure 8 represents the distribution of Responsible Production and Consumption data , with a mean of 47.16 and a standard deviation of 7.88 , spanning a range of 27 to 60 . This distribution highlights the spread of data points, indicating that most values cluster around the mean, while fewer observations fall toward the extremes. The standard deviation provides insight into variability, showing how data deviates from the central value. This visualization effectively illustrates the overall distribution pattern, helping to understand trends in responsible production and consumption. On the other hand, teachers and madrasah principals gave more varied assessments, with lower scores on several indicators. They noted the need for more attention to environmental education programs and student empowerment. Despite these differences, there is a consensus that Islamic boarding school have great potential to develop responsible production and consumption patterns through student involvement in activities that support environmental sustainability. Based on dataset, this quantitative data analysis highlights the need for increased technological capacity, sustainability training, and collaboration with external parties to support the implementation of SDGs in Islamic boarding school. In addition, differences in perception between respondents emphasize the need for alignment of visions among all stakeholders. This study provides a basis for more targeted and sustainable strategic interventions. Therefore, bridging Islamic boarding school and higher education is essential for fostering sustainable development within the framework of SDGs. Technological innovations and university collaborations empower Islamic boarding school to address contemporary challenges while preserving their cultural and religious identity. This study not only emphasizes the need for capacity-building programs but also provides a roadmap for scaling successful models of integration, thereby contributing to broader global sustainability efforts. In conclusion, the findings highlight a significant gap between awareness and implementation of the SDGs in the Islamic boarding school community. While most respondents recognize the importance of the SDGs, the practical application of these principles remains limited, particularly in areas such as technology integration and environmental sustainability. There is also a notable divergence in perceptions, with Islamic boarding school leaders expressing more optimism about the effectiveness of SDG programs compared to teachers and administrators. Additionally, the research demonstrates a positive correlation between the quality of education and community empowerment. Islamic boarding school that offer high-quality education are more likely to implement successful community empowerment initiatives, reinforcing the integral role of education in fostering sustainable development and social impact. 4 Analysis of science mapping The findings reveal that many Islamic boarding schools have taken significant steps toward implementing SDG-related activities, including waste management programs, initiatives for community empowerment, and curriculum modifications to incorporate sustainability principles [ 17 ] [ 22 ]. However, these efforts often face scalability challenges due to limited access to technology and financial resources [ 32 ] [ 35 ] [ 7 ]. For instance, Waste management systems rely heavily on manual processes, while community programs lack adequate infrastructure such as heavy equipment, machinery, or technology needed for wider reach and impact [ 60 ]. Similarly, curriculum enhancements remain localized [61], with few institutions leveraging digital tools to disseminate sustainable practices widely [ 62 ]. Higher education institutions play a pivotal role in addressing these limitations by introducing technology-driven solutions tailored to the needs of Islamic boarding school. Universities have provided digital literacy training to Islamic boarding school educators, enabling them to incorporate modern teaching tools into their pedagogical practices [ 62 ]. Additionally, the deployment of e-learning platforms and data management systems has facilitated the integration of sustainability-focused content into Islamic boarding school curricula, bridging gaps in resource availability. These interventions have also improved operational efficiency, allowing Islamic boarding school to monitor their contributions to SDG targets more systematically. Despite these promising developments, collaborations between universities and Islamic boarding school face several challenges. Cultural and structural differences, such as the traditional educational ethos of Islamic boarding school and the institutional frameworks of universities, often impede seamless integration [ 63 ]. Islamic boarding school's limited technological infrastructure and reluctance to adopt modern methods further complicate these efforts. On the other hand, universities occasionally struggle to align their programs with the unique cultural and religious contexts of Islamic boarding school, highlighting the need for tailored, context-sensitive approaches. The discussion underscores the transformative potential of higher education in fostering sustainable practices within Islamic boarding school. By leveraging technology, universities can act as catalysts for scalable and impactful SDG initiatives. A technology-enabled partnership model is proposed to address the challenges identified, emphasizing mutual understanding, capacity building, and co-creation of solutions. This model not only bridges existing gaps but also fosters mutual growth, aligning the traditional strengths of Islamic boarding school with the innovative capabilities of universities to advance shared sustainability goals. This science mapping framework provides a structured approach to leveraging the strengths of universities and Islamic boarding school in achieving the SDGs. By fostering collaboration, integrating technology, and focusing on sustainable development, the framework creates a roadmap for transformative educational and economic initiatives. Through continuous evaluation and commitment to shared goals, universities and Islamic boarding school can bridge gaps, uplift communities, and create a sustainable future. 4.1. Strategic Objectives The primary objective of this framework is to foster effective collaboration between universities and Islamic boarding school to advance the Sustainable Development Goals (SDGs). By increasing synergy between these institutions, joint programs focusing on sustainable development can be established. These programs aim to improve access to quality education (SDG 4) and encourage technology adoption. Technology plays a vital role in expanding educational access, modernizing teaching methods, and introducing innovative learning tools that enhance both student engagement and academic outcomes. Through this strategic alignment, Islamic boarding school can leverage university expertise to integrate contemporary education while preserving cultural values. 4.2. Action Plan The framework outlines actionable steps to ensure the success of this collaboration. Workshops and seminars will serve as key platforms for introducing technology and innovation, providing educators and students with practical knowledge and tools. Additionally, the creation of a shared digital platform will facilitate access to educational resources and support continuous learning. Success metrics, such as increased student participation and program satisfaction, will measure the impact of these initiatives. These indicators provide data-driven insights to refine strategies and ensure that collaborative efforts effectively address community needs while aligning with SDG targets. 4.3. Situation Analysis Universities and Islamic boarding school often operate independently, which limits their potential to collaborate meaningfully. Islamic boarding school face challenges such as inadequate access to technology and limited educational resources, creating barriers to achieving quality education. The target condition envisions a robust partnership between these institutions, where Islamic boarding school benefit from the expertise and technological resources of universities. This collaboration aims to elevate educational standards, promote economic welfare, and empower surrounding communities. Addressing these disparities is critical to achieving both institutional and societal advancement. 4.4. Sustainable Program Development Sustainable development within this framework emphasizes integrated education programs and economic empowerment. Academic and character education can be harmonized through collaborative curricula, ensuring holistic student development. Joint research projects can address community-specific challenges, fostering practical solutions that are both impactful and sustainable. Additionally, economic empowerment programs, such as entrepreneurship training and skills development, can create job opportunities for Islamic boarding school students and graduates. This dual focus on education and economic welfare aligns with multiple SDG goals, including decent work and economic growth (SDG 8). 4.5. Evaluation and Follow-Up Program evaluation is integral to ensuring continuous improvement. Regular surveys and focus groups will assess program effectiveness, while detailed reports will document progress and challenges. Based on evaluation findings, a follow-up plan will be developed to address gaps and refine strategies. Strengthening long-term partnerships between universities and Islamic boarding school will ensure sustained impact, enabling these institutions to collectively address evolving challenges while contributing to global sustainability goals. 5 Research gaps and future directions While the framework highlights the potential of collaboration between universities and Islamic boarding school, there is a lack of empirical studies exploring the depth and effectiveness of such partnerships. Existing research often addresses these institutions separately, overlooking how synergized efforts can contribute to the Sustainable Development Goals (SDGs). The limited exploration of how Islamic boarding school can adopt and integrate modern technologies, while maintaining their traditional values, represents a critical research gap. Future studies should investigate effective models of collaboration that balance tradition and innovation, ensuring mutual growth and alignment with local and global needs. The framework emphasizes the role of technology in enhancing education and innovation; however, it does not address the infrastructural and financial barriers Islamic boarding school face in adopting these technologies. Research is needed to identify scalable and cost-effective technological solutions suitable for Islamic boarding school, especially in rural areas. Additionally, there is limited understanding of the digital literacy levels among Islamic boarding school educators and students. Future research should focus on developing tailored training programs and assessing the long-term impact of technology integration on learning outcomes and economic empowerment within these institutions. The economic empowerment aspect of the framework is underexplored in current literature, particularly regarding entrepreneurship and skill-building programs tailored to Islamic boarding school students. While the framework proposes job creation and entrepreneurship as goals, little is known about the effectiveness of existing initiatives or how they can be scaled. Future research should examine the types of skills and businesses that align with local economic contexts and the cultural environment of Islamic boarding school. Furthermore, studies should explore the role of external stakeholders, such as government and private organizations, in supporting these programs through funding, mentorship, and market access. The framework mentions evaluation mechanisms but lacks detail on standardized assessment tools and long-term tracking of program outcomes. There is also a research gap in understanding how the collaboration aligns with broader educational and economic policies at national and regional levels. Future research should focus on developing robust evaluation frameworks that include indicators for social, economic, and educational impacts. Additionally, studies should explore how universities and Islamic boarding school collaborations can inform and influence policymaking to ensure that these partnerships receive institutional and financial support for sustainability. Table 5 of Gaps and Future Directions No Research Gaps Future Direction 1. Gaps in Institutional Collaboration - Develop empirical studies to explore effective models of collaboration between universities and Islamic boarding school. - Establish case studies on best practices for balancing traditional Islamic boarding school values with modern university approaches. - Facilitate policy frameworks to institutionalize partnerships at regional and national levels. 2. Gaps in Technology Utilization and Accessibility - Identify scalable, cost-effective technological tools suitable for rural Islamic boarding school contexts. - Design and implement digital literacy training programs for Islamic boarding school educators and students. - Explore partnerships with tech companies to provide affordable infrastructure and resources. 3. Insufficient Analysis of Economic Empowerment Initiatives - Conduct longitudinal studies to assess the long-term impact of skills training and entrepreneurship programs in Islamic boarding school. - Investigate locally relevant business opportunities and skill sets for Islamic boarding school communities. - Develop frameworks for collaboration with external stakeholders to enhance funding and mentorship. 4. Need for Comprehensive Evaluation and Policy Alignment - Create standardized evaluation tools to measure the impact of collaboration programs on social, educational, and economic outcomes. - Develop mechanisms for long-term tracking of program success, including alumni trajectories. - Align research findings with educational and economic policies to ensure institutional support and scalability. Addressing these research gaps can strengthen the impact of universities and Islamic boarding school collaborations in achieving the SDGs. By focusing on institutional synergy, technology accessibility, economic empowerment, and comprehensive evaluation, future research can provide actionable insights to guide the implementation of effective programs. This will not only benefit the institutions involved but also contribute significantly to community welfare and global sustainability. 6 Conclusion This study highlights the vital role of higher education in empowering Islamic boarding school to implement SDG-related practices through technology-driven solutions. By addressing challenges like limited scalability and technological gaps, universities can support Islamic boarding school in enhancing waste management, community empowerment, and curriculum development aligned with global sustainability goals. Collaborative efforts require culturally sensitive approaches to bridge differences and foster mutual growth, enabling Islamic boarding school to integrate traditional values with modern innovations. Strengthening these partnerships not only advances the sustainability of Islamic education but also contributes to global educational equity. Future research should focus on policy support and scalable models to expand the impact of such collaborations. Declarations Acknowledgement We express our appreciation to all participants from the universities for their dedication, contribution and supports during the data collection and analysis phase. Funding The authors declare that no funds, grants, or other support were received during the preparation of this manuscript. Author contributions All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by Zahra Khusnul Lathifah, Radif Khotamir Rusli, Lilis Fauziah Balgis and Dini Oktarina Dwi Handayani. The first draft of the manuscript was written by Zahra Khusnul Lathifah and Radif Khotamir Rusli, while data collection and analysis were done by Lilis Fauziah Balgis and Dini Oktarina Dwi Handayani. The results and conclusion were done by Zahra Khusnul Lathifah and Radif Khotamir Rusli, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. The publication has been approved by all co-authors, and the responsible authorities at the Universitas Djuanda and International Islamic University Malaysia. Corresponding Author Correspondence to Zahra Khusnul Lathifah Data availability The datasets generated during the current study are openly available on Zenodo at https://zenodo.org/records/15570053 Ethics approval and consent to participate The research was ethically approved by the Ethics Committee of the Universitas Djuanda, and International Islamic University Malaysia . Prior to participation, all participants were duly informed of their rights and responsibilities and provided explicit written consent. The study was conducted in agreement with the guidelines governing research involving human participants, as outlined by the Ethics Committee of the Universitas Djuanda and International Islamic University Malaysia. Consent for publication This work has not been published before. Competing interests The authors declare no competing interests. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. 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Key goals include SDG 2, which aims to end poverty in all its forms, SDG 4, focusing on ensuring inclusive and equitable quality education, and SDG 8, which promotes decent work and economic growth. SDG 12 encourages responsible consumption and production to minimize environmental impact, while SDG 17 advocates for partnerships to achieve these goals through collaboration and shared resources. These interconnected goals emphasize the importance of addressing poverty, fostering quality education, ensuring economic stability, promoting environmental sustainability, and strengthening global partnerships to create lasting social impact and drive sustainable development worldwide.\u003c/p\u003e \u003cp\u003eIndonesia's higher education system faces numerous challenges in achieving the United Nations SDGs, particularly quality education, equity, and lifelong learning. Islamic boarding schools [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], as unique and indigenous Islamic institutions in Indonesia, hold immense potential as agents of social transformation, particularly in poverty eradication, quality education enhancement, and environmental sustainability. Despite their pivotal contributions to education and community development, Islamic boarding schools continue to encounter enduring challenges, including inadequate resources, a predominant reliance on conventional pedagogical approaches, and limited integration of contemporary technological advancements. To address these challenges, collaboration with Indonesian higher education institutions is crucial in providing research-based solutions, capacity-building initiatives, and strategic partnerships that align with the Sustainable Development Goals (SDGs) while preserving their cultural and educational identity.\u003c/p\u003e \u003cp\u003e In alignment with Indonesia\u0026rsquo;s commitment to Sustainable Development Goal 4 (Quality Education) and its associated targets, a central challenge lies in empowering Islamic boarding school to meaningfully contribute to these objectives without undermining their foundational values. Socio-economy disparities and historical inequities continue to impede equitable access to quality education within Islamic boarding school communities. Strategic collaboration between universities and Islamic boarding school holds significant potential to integrate contemporary pedagogical methodologies and technological advancements, while preserving the unique epistemological and cultural framework of their education system. Nevertheless, persistent obstacles \u0026ndash; such as limited financial and infrastructural resources, inflexible curricula, and institutional resistance to change \u0026ndash; necessitate context-specific, culturally sensitive interventions. These efforts must honor long-standing traditions while advancing inclusive and sustainable educational development. At present, the lack of comprehensive policy guidance and replicable models presents a critical impediment, underscoring the urgent need for coherent, structured strategies to enhance the role of these institutions in supporting Indonesia\u0026rsquo;s development priorities and contributing to broader global sustainability agendas.\u003c/p\u003e \u003cp\u003eIslamic boarding school or the so called \u003cem\u003eIslamic boarding school\u003c/em\u003e is the unique and indigenous Islamic institutions in Indonesia. It have great potential to become agents of social transformation, especially in eradicating poverty [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], improving quality education [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], and supporting environmental sustainability [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, most of them still face significant challenges in carrying out this role. Limited resources, traditional pedagogical approaches, and limited access to technology are the main obstacles in efforts to integrate SDGs principles into Islamic boarding school education system [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOn the other hand, universities, as centres of technological innovation and research, posses significant potential to assist them overcoming these obstacles [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Leveraging their scientific and technological capacities, universities can serve as strategic partners in facilitating the adoption of sustainable practices within Islamic educational institutions through effective knowledge and technology transfer [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. However, scholarly investigations examining the collaboration between universities and Islamic boarding school within the framework of Sustainable Development Goals (SDGs) implementation remain notably limited.\u003c/p\u003e \u003cp\u003e The study is relevant amidst the urgent need to create synergy between Islamic boarding school and universities to strengthen the implementation of the SDGs, especially in the aspect of sustainable education. Although there have been various initiatives related to the SDGs in general educational institutions, similar efforts are still minimal in it. This indicates a gap that needs to be bridged more in-depth and applicable through research.\u003c/p\u003e \u003cp\u003eThe study aims to answer the main questions: (1) how are Islamic boarding schools currently implementing aspects of the SDGs?; (2) what technological interventions can be provided by universities?; and (3) how strategic collaboration between the two institutions can improve the sustainability of education in Islamic boarding school?. The answers to these questions will provide theoretical and practical contributions to the development of a technology-based sustainable education model in Islamic boarding school.\u003c/p\u003e \u003cp\u003eSpecifically, this study also aims to identify best practices from collaboration between Islamic boarding school and universities that can be replicated in various regions. Given the widespread role of it throughout Indonesia, the findings of this study are expected to provide a systemic impact on improving the quality of Islamic-based education and its contribution to the SDGs as a whole.\u003c/p\u003e \u003cp\u003eThe urgency of this research is increasing in the era of digital disruption, where technology is the key to achieving educational sustainability. However, to date, there are still significant gaps in the use of technology in Islamic boarding school [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], both in terms of accessibility and human resource skills [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. This requires integrated intervention from various parties, especially universities as drivers of innovation [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThus, this study not only provides a picture of the actual conditions of SDGs implementation in Islamic boarding school but also offers technology-based solutions and collaboration. The results of the study are expected to be a reference for policy makers, Islamic boarding school leaders, and universities in creating strategic partnerships that are sustainable and have a real impact on the development of quality education in Indonesia.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1. Sustainable Development Goals in Islamic Education\u003c/h2\u003e \u003cp\u003eThe Sustainable Development Goals (SDGs) provide a comprehensive framework to address global challenges such as poverty alleviation, reducing educational inequalities, and ensuring environmental sustainability [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Education plays a pivotal role in achieving these goals, but much of the existing research has primarily focused on formal [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], secular institutions [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], leaving a gap in understanding the potential contributions of Islamic educational institutions, particularly Islamic boarding school [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. These traditional schools serve not only as centres of religious and moral education but also as key agents in shaping community values and fostering resilience in local contexts [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Despite their significant societal role, the alignment of Islamic boarding school with the principles of SDGs remains underexplored, limiting their potential impact in advancing sustainability goals within their communities [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIslamic boarding schools operate on unique structures rooted in Islamic teachings, offering a valuable platform for integrating global sustainability principles into a context-sensitive framework [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. These institutions emphasize holistic education that includes moral, social, and spiritual dimensions, making them well-positioned to address SDG priorities such as quality education, poverty reduction, and environmental stewardship. However, their potential is constrained by traditional pedagogical methods, limited access to modern technology, and insufficient external collaboration [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. By embedding SDG principles into their curricula and operational strategies, it could not only improve their educational outcomes but also play a transformative role in fostering sustainable development in their communities. This requires targeted research and innovation to identify effective strategies for integrating sustainability within these institutions.\u003c/p\u003e \u003cp\u003eAddressing this gap necessitates a focused exploration of how it can adopt and adapt global sustainability practices while maintaining their Islamic identity and traditions [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Research should investigate practical pathways to incorporate SDGs into Islamic boarding schools' educational content, teacher training, and community outreach programs. Collaboration with higher education institutions, policymakers, and international organizations can provide the necessary resources and expertise to overcome current limitations. By positioning it as active participants in global sustainability efforts [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], such initiatives could not only enhance their impact on local communities but also demonstrate the compatibility of Islamic educational values with the broader global goals of sustainable development.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2. Role of Technology in Education\u003c/h2\u003e \u003cp\u003eThe integration of technology in education has revolutionized traditional teaching and learning approaches, making education more accessible, personalized, and inclusive [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Digital platforms, such as e-learning tools and virtual classrooms, allow for flexible and adaptive learning experiences that cater to diverse student needs [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e25\u003c/span\u003e] [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Moreover, advancements in data analytics enable educators to track learning progress, identify challenges, and implement evidence-based interventions [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. This transformative power of technology aligns closely with the goals of the Sustainable Development Goals (SDGs), particularly in enhancing the quality of education and addressing inequalities [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e] [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. However, while the adoption of technology is widespread in secular and urban educational contexts, faith-based institutions often lag behind in leveraging these advancements due to resource constraints, lack of training, or cultural resistance [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn sustainable education, technology serves as a crucial enabler for integrating SDG principles into institutional practices [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. For instance, it supports the efficient management of resources, facilitates environmental monitoring, and encourages collaborative learning focused on global sustainability challenges [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Technology also enables institutions to conduct virtual exchanges and global partnerships, exposing learners to diverse perspectives and best practices [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. For Islamic boarding school, which traditionally rely on manual and community-centred practices, the incorporation of digital tools offers a pathway to modernize operations while preserving their religious and cultural identity [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Through technology, it could expand their reach, innovate curriculum delivery [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], and align their mission with SDG objectives, fostering a new generation of learners equipped for the challenges of sustainability [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHowever, the implementation of technology in Islamic boarding school faces several barriers, such as inadequate infrastructure, limited internet access, and a lack of digital literacy among educators and administrators [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Addressing these barriers requires targeted investments and capacity-building initiatives. Collaboration with universities, governments, and private sectors could provide technical and financial support to Islamic boarding school, enabling them to adopt and integrate technological solutions effectively. Moreover, tailored approaches that respect the cultural and religious values of these institutions are essential to ensuring the acceptance and sustainability of technology-driven changes [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Without addressing these contextual challenges, it\u0026rsquo;s potential to contribute meaningfully to SDGs through technology will remain untapped.\u003c/p\u003e \u003cp\u003eTo fully realize the benefits of technology in Islamic boarding school, research is needed to explore context-sensitive models of technological integration [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Studies should investigate the most effective digital tools and strategies for advancing sustainability education while maintaining the core religious values of Islamic boarding school. Additionally, it is important to examine how technology can strengthen partnerships between Islamic boarding school and external stakeholders, fostering knowledge exchange and resource-sharing to achieve mutual goals. By bridging the gap between tradition and innovation, technology can empower Islamic boarding school to not only adapt to the demands of modern education but also lead in addressing global challenges outlined in the SDGs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3. University-Islamic boarding school Partnership\u003c/h2\u003e \u003cp\u003eRecent research highlights the critical role universities can play in empowering Islamic boarding school to meet sustainability challenges through collaborative partnerships. Universities possess access to advanced research, funding opportunities, and technological expertise [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e] that it often lack. These partnerships can facilitate the integration of sustainability practices in Islamic boarding school by providing training on digital tools, curriculum development, and resource management [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. For example, studies have shown that university-led capacity-building initiatives can help traditional institutions like Islamic boarding school adopt renewable energy systems [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e], enhance waste management [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], and implement sustainable agriculture [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e] [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Such collaborations not only modernize its operations but also create models that combine religious teachings with practical sustainability frameworks, aligning with both local needs and global SDG targets.\u003c/p\u003e \u003cp\u003eDespite their potential, university-Islamic boarding school partnerships face significant challenges rooted in cultural and operational differences. Research reveals that Islamic boarding school, deeply rooted in Islamic traditions, may be cautious about adopting modern technologies or pedagogies that could be perceived as misaligned with their values [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Universities, on the other hand, often operate under secular frameworks, creating potential disconnects in priorities and approaches [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Effective collaborations require mutual understanding and respect for the unique identities of each institution. Recent studies emphasize the importance of co-creating programs that blend modern methodologies with Islamic principles, ensuring that initiatives are not only practical but also culturally acceptable to Islamic boardings school communities [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAnother area of focus in recent research is the role of trust and relationship-building in sustaining university-Islamic boarding school collaborations. Studies have shown that successful partnerships rely heavily on consistent communication, shared goals, and equitable power dynamics [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. For instance, collaborative projects that involve its leaders in decision-making processes tend to achieve greater buy-in and long-term impact. Universities can play a facilitative role by acting as mediators between Islamic boarding school and external stakeholders, such as government agencies or non-governmental organizations, to secure resources and policy support. This tripartite collaboration model has been identified as an effective strategy for scaling successful initiatives across multiple Islamic boarding school networks.\u003c/p\u003e \u003cp\u003eThe scholarly gap in understanding university-Islamic boarding school partnerships also calls for further exploration of their scalability and long-term sustainability. Recent research suggests that while pilot projects often yield promising results, replicating these successes across diverse Islamic settings remains a challenge [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Factors such as geographical disparities, varying levels of institutional readiness, and differing interpretations of Islamic teachings can influence the effectiveness of these partnerships [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Future studies should focus on developing adaptable frameworks that account for these variables while promoting shared ownership and mutual benefits. By addressing these research gaps, universities and Islamic boarding school can build stronger partnerships that not only advance SDG implementation but also serve as global exemplars of cross-institutional collaboration.\u003c/p\u003e \u003c/div\u003e"},{"header":"2 Methodology","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Data Collection\u003c/h2\u003e \u003cp\u003eThis study employed a mixed-method approach [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e] to comprehensively examine the intersection of Sustainable Development Goals (SDGs) implementation in Islamic boarding school and the role of higher education institutions in fostering this process through technological interventions. Data collection involved both quantitative and qualitative methods to ensure a holistic understanding. Data collection involved both quantitative and qualitative methods to ensure a holistic understanding and was conducted over a period of six months (March - October 2024). Structured questionnaires [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] were distributed to leaders, teachers, and administrators at various Islamic boarding school to capture insights into the current implementation of SDG-related practices. These questionnaires focused on key aspects such as educational quality, environmental sustainability, poverty alleviation, and community empowerment. The development of the questionnaire instrument was based on psychometric principles to ensure validity and reliability. A thorough review of existing literature on Islamic boarding school education and sustainable development provided the foundation for item generation. Expert consultations with academics and practitioners in Islamic education and sustainability further refined the instrument to enhance its contextual relevance and comprehensibility. A pilot study was conducted to test the instrument\u0026rsquo;s clarity, consistency, and sensitivity in measuring key variables, resulting in necessary adjustments to improve precision. The final questionnaire utilized a Likert scale to assess perceptions and levels of engagement with SDG initiatives, ensuring a comprehensive and data-driven analysis of Islamic boarding school contributions to sustainable development.\u003c/p\u003e \u003cp\u003eTo select a representative sample of 45 Islamic boarding school leaders from a total population of 200 in Bogor Regency, West Java, Indonesia, using random sampling, a simple random sampling (SRS) technique [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e] or a stratified random sampling method can be applied. In SRS, each leader is assigned a unique number, and 45 individuals are randomly chosen using a lottery method or a random number generator, ensuring that every leader has an equal chance of selection. However, if the leaders vary significantly based on factors such as region, school size, or religious orientation, stratified random sampling is more appropriate. This involves dividing the 200 leaders into homogeneous subgroups (strata) based on relevant characteristics and then randomly selecting a proportional number of representatives from each group to ensure balanced representation. The sample size of 45 is justified if it maintains a confidence level of at least 90% with a reasonable margin of error [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], ensuring that the selected individuals reflect the broader perspectives of all 200 leaders. This approach enhances the validity and generalizability of the findings while minimizing selection bias.\u003c/p\u003e \u003cp\u003eThe demographic profile of the 45 selected Islamic boarding school leaders includes 27 women (62.8%) and 16 men (37.2%), reflecting a significant female representation in leadership roles. This composition suggests an inclusive sampling process that captures diverse perspectives within the Islamic boarding school\u0026rsquo;s community. Additionally, the sample may be further categorized based on factors such as age, educational background, years of experience, and geographic distribution to ensure a well-rounded representation. By maintaining proportionality in gender and other key characteristics, the sample enhances the reliability of insights drawn from the study, ensuring that the findings accurately reflect the views of the broader population.\u003c/p\u003e \u003cp\u003eComplementing this, qualitative data were collected through direct observations and in-depth interviews [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] with university staff and educators actively engaged in collaborative projects with Islamic boarding school. The observations [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e] provided a first-hand understanding of the technological tools and strategies being utilized, while the interviews delved into the perspectives of stakeholders regarding the effectiveness, challenges, and opportunities of these interventions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Analysis\u003c/h2\u003e \u003cp\u003eThe analysis combined both datasets using thematic coding to identify recurring patterns and relationships. Quantitative responses from the questionnaires were analyzed to highlight common trends in SDG implementation within Islamic boarding school. Meanwhile, qualitative data from interviews and observations were examined to uncover nuanced insights into how higher education institutions facilitate the adoption of technology to support sustainability efforts. This integrative approach enabled the study to draw connections between traditional educational practices in Islamic boarding school and the transformative potential of university-led technological innovations in advancing SDG objectives.\u003c/p\u003e \u003cp\u003eThe quantitative data analysis from the questionnaire aims to identify general trends in the implementation of the Sustainable Development Goals (SDGs) in various Islamic boarding school. Respondents consisted of leaders, teachers, and administrators who provided data on the quality of education, environmental sustainability, poverty alleviation, and community empowerment. The analysis uses descriptive and inferential statistical approaches [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e] to understand the level of awareness, implementation, and obstacles faced in implementing SDGs-related practices [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe data analysis involved several steps to ensure a comprehensive understanding of the findings. Descriptive statistics were employed to measure key metrics such as frequency, mean, median, and standard deviation for variables like perceptions of education quality and the level of adoption of sustainability practices.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Statistical analysis","content":"\u003cp\u003eThe scope of the research focuses on evaluating and enhancing the role of Islamic boarding school in achieving Sustainable Development Goals (SDGs) through collaboration with higher education institutions and the application of technological innovations. The study emphasizes four key dimensions: quality of education, poverty alleviation, decent work and economic growth, and responsible production and consumption patterns. By examining these dimensions, the research aims to uncover how Islamic boarding school can better align with global sustainability goals while preserving the Islamic educational values.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1. SDG 4 Quality of Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe first dimension shown in Figure 1 \u003cstrong\u003equality of education\u003c/strong\u003e, assesses how Islamic boarding school meet contemporary educational needs while preparing students for global challenges. Factors such as curriculum relevance, availability of modern facilities, professional training for teachers, and adoption of innovative pedagogical practices are central to this evaluation. The study highlights that Islamic boarding school with strong collaborations with universities tend to perform better in integrating technology, fostering inclusive learning environments, and measuring students\u0026rsquo; academic and character development. Additionally, the relevance of religious lessons to real-world issues and the provision of opportunities for higher education showcase how Islamic boarding school can evolve to meet the demands of a rapidly changing world.\u003c/p\u003e\n\u003cp\u003eTable 1. Descriptive Analysis of Quality of Education\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\"\u003e\n \u003cp style=\"text-align: center;\"\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e50,1621622\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1,16086945\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMedian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e7,06129321\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSample Variance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e49,8618619\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eKurtosis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,4315535\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSkewness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,5167123\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eRange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1856\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCount\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe visualization of Distribution of Standard Deviation is as shown below:\u003c/p\u003e\n\u003cp\u003eFigure 2 illustrates the \u003cstrong\u003enormal distribution\u003c/strong\u003e of the dataset, highlighting key statistical features. The \u003cstrong\u003emean\u003c/strong\u003e is \u003cstrong\u003e50.16\u003c/strong\u003e (marked by a red dashed line), while the \u003cstrong\u003estandard deviation\u003c/strong\u003e is \u003cstrong\u003e7.06\u003c/strong\u003e (indicated by grey dotted lines). The \u003cstrong\u003eshaded regions\u003c/strong\u003e represent data coverage: the \u003cstrong\u003elight blue\u003c/strong\u003e area spans \u003cstrong\u003e\u0026plusmn;1\u0026sigma;\u003c/strong\u003e, encompassing approximately \u003cstrong\u003e68%\u003c/strong\u003e of the data, while the \u003cstrong\u003elighter blue\u003c/strong\u003e area extends to \u003cstrong\u003e\u0026plusmn;2\u0026sigma;\u003c/strong\u003e, covering around \u003cstrong\u003e95%\u003c/strong\u003e. The \u003cstrong\u003eblue density curve\u003c/strong\u003e depicts the probability distribution, showing that most values cluster near the mean with fewer occurrences at the extremes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2. SDG 2 No Poverty\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe second dimension, \u003cstrong\u003epoverty alleviation\u003c/strong\u003e, explores Islamic boarding school\u0026apos;s initiatives to support the financial and economic well-being of students and surrounding communities. Programs such as scholarships for underprivileged students, economic empowerment activities, and career guidance for students demonstrate Islamic boarding school\u0026apos;s active role in reducing poverty. Moreover, their partnerships with external institutions have enabled access to additional resources, which strengthen efforts to provide employment opportunities and develop business units. This study finds that Islamic boarding school integrating these activities with their educational goals not only uplift their communities but also create pathways for families to break the cycle of poverty.\u003c/p\u003e\n\u003cp\u003eTable 2. Descriptive Analysis of Poverty Alleviation\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\"\u003e\n \u003cp style=\"text-align: center;\"\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e45,1621622\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1,38823538\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMedian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e8,44430615\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSample Variance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e71,3063063\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eKurtosis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,0625293\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSkewness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,4372086\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eRange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1671\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCount\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe poverty alleviation analysis shows an average poverty rate of 45.16, with moderate variation. The median is 47, with 49 being the most frequent. The data shows significant variation in poverty rates between individuals. Boarding school leaders rate poverty alleviation programs higher than madrasah principals, praising Islamic boarding school for scholarships, economic empowerment, and external collaboration. However, madrasah principals score lower in economic empowerment and external cooperation. This suggests a strategic approach from Islamic boarding school leaders, while madrasah principals focus on practical aspects. The visualization of Distribution of Standard Deviation is as shown below\u003c/p\u003e\n\u003cp\u003eFigure 4 depicts the \u003cstrong\u003edistribution of poverty alleviation data\u003c/strong\u003e, highlighting key statistical measures. The \u003cstrong\u003emean\u003c/strong\u003e is \u003cstrong\u003e45.16\u003c/strong\u003e, with a \u003cstrong\u003estandard deviation\u003c/strong\u003e of \u003cstrong\u003e8.44\u003c/strong\u003e, and the data ranges from \u003cstrong\u003e25 to 60\u003c/strong\u003e. The \u003cstrong\u003eshaded blue areas\u003c/strong\u003e represent data coverage: the \u003cstrong\u003edark blue\u003c/strong\u003e region spans \u003cstrong\u003e\u0026plusmn;1 standard deviation\u003c/strong\u003e, covering approximately \u003cstrong\u003e68%\u003c/strong\u003e of the data, while the \u003cstrong\u003elight blue\u003c/strong\u003e region extends to \u003cstrong\u003e\u0026plusmn;2 standard deviations\u003c/strong\u003e, encompassing around \u003cstrong\u003e95%\u003c/strong\u003e. This visualization effectively illustrates the spread and concentration of data points, showing that most values are clustered around the mean while fewer observations fall toward the extremes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3. SDG 8\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eDecent Work and Economic Growth Responses\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe third dimension, \u003cstrong\u003edecent work and economic growth\u003c/strong\u003e, focuses on Islamic boarding school\u0026rsquo;s integration of economic activities into their operations to ensure financial independence and community welfare. The research reveals that Islamic boarding school-run business units significantly contribute to economic stability and offer practical training opportunities for students. Programs in entrepreneurship, financial literacy, and technology integration are key strategies for fostering sustainable economic growth. Furthermore, Islamic boarding school collaborating with higher education institutions have shown a higher capability to develop innovative business models, access funding opportunities, and equip students with the skills necessary for the modern workforce.\u003c/p\u003e\n\u003cp\u003eTable 3. Descriptive Analysis of \u003cstrong\u003eDecent Work and Economic Growth\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"text-align: center;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e47,4864865\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1,41878306\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMedian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e8,63012045\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSample Variance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e74,478979\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eKurtosis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0,37351868\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSkewness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,7047219\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eRange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1757\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCount\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe data on decent work and economic growth in the sample reveals a mean of 47.49, with a moderate level of accuracy. The median value is 49, with a mode of 50. The data shows large variation, indicating inequality in decent work and economic growth. Cross-tabulation analysis shows that boarding school leaders highly value the role of Islamic boarding school business units in supporting the economy and providing entrepreneurship training to students. They believe these units positively impact students\u0026apos; education and manage the economy without external donors. Madrasah heads, on the other hand, provide more varied ratings, with lower scores on indicators such as direct impact on students\u0026apos; education and managing the economy without external donors. They also believe Islamic boarding school do not adequately teach financial literacy or provide access to capital for aspiring entrepreneurs. Despite these differences, both boarding school leaders and madrasah heads agree that Islamic boarding school business units have great potential for supporting economic welfare and student education. The visualization of Distribution of Standard Deviation is as shown below:\u003c/p\u003e\n\u003cp\u003eThe Decent Work and Economic Growth distribution highlights key statistical features. The mean value is 47.49 (red dashed line), with a slight negative skew of -0.70, indicating a small leftward tilt in the data. The spread is measured by a standard deviation of 8.63 (gray dotted lines), showing variability around the mean. The blue shaded areas represent data coverage: the dark blue region spans \u0026plusmn;1 standard deviation (38.86 to 56.12), covering 68% of the data, while the light blue region extends to \u0026plusmn;2 standard deviations (30.23 to 64.75), encompassing 95% of the data. The range spans from a minimum of 23 to a maximum of 60, totalling 37 points, illustrating the overall dispersion of values.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4. SDG 12\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eResponsible Production and Consumption Patterns\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFinally, the \u003cstrong\u003eresponsible production and consumption\u0026nbsp;\u003c/strong\u003edimension of SDGs 12, examines how Islamic boarding school implement sustainable practices to maintain environmental balance. Initiatives such as greening programs, waste recycling, water conservation, and the use of renewable energy technologies like solar panels highlight Islamic boarding school\u0026rsquo;s commitment to environmental sustainability. Collaboration with universities has amplified these efforts by introducing advanced technologies and knowledge-sharing programs. This aspect of the study underscores the potential of Islamic boarding school to serve as models of environmental responsibility while instilling ecosystem preservation values in students and communities.\u003c/p\u003e\n\u003cp\u003eTable 4. Descriptive Analysis of \u003cstrong\u003eResponsible Production And Consumption\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"text-align: center;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e47,1621622\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1,29593585\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMedian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMode\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e7,88287001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSample Variance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e62,1396396\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eKurtosis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,149758\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSkewness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0,4400482\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eRange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eSum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1745\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCount\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe descriptive analysis of responsible production and consumption patterns in a sample revealed a mean of 47.16, indicating a general level of achievement or awareness of these patterns. The mean value was moderately varied, with a median of 48 and a mode of 43. The standard deviation was 7.88 and the sample variance was 62.14, indicating significant variation in these patterns among individuals. Cross-tabulation analysis showed that boarding school leaders generally give positive assessments of the school\u0026apos;s efforts to maintain environmental cleanliness and sustainability, with high scores on indicators such as greening programs, clean water management, and the use of environmentally friendly technology. Boarding school leaders also emphasized the school\u0026apos;s efforts in involving students in environmental management and collaborating with external parties for responsible use of environmental resources. The visualization of Distribution of Standard Deviation is as shown below:\u003c/p\u003e\n\u003cp\u003eFigure 8 represents the \u003cstrong\u003edistribution of Responsible Production and Consumption data\u003c/strong\u003e, with a \u003cstrong\u003emean\u003c/strong\u003e of \u003cstrong\u003e47.16\u003c/strong\u003e and a \u003cstrong\u003estandard deviation\u003c/strong\u003e of \u003cstrong\u003e7.88\u003c/strong\u003e, spanning a \u003cstrong\u003erange of 27 to 60\u003c/strong\u003e. This distribution highlights the spread of data points, indicating that most values cluster around the mean, while fewer observations fall toward the extremes. The standard deviation provides insight into variability, showing how data deviates from the central value. This visualization effectively illustrates the overall distribution pattern, helping to understand trends in responsible production and consumption.\u003c/p\u003e\n\u003cp\u003eOn the other hand, teachers and madrasah principals gave more varied assessments, with lower scores on several indicators. They noted the need for more attention to environmental education programs and student empowerment. Despite these differences, there is a consensus that Islamic boarding school have great potential to develop responsible production and consumption patterns through student involvement in activities that support environmental sustainability.\u003c/p\u003e\n\u003cp\u003eBased on dataset, this quantitative data analysis highlights the need for increased technological capacity, sustainability training, and collaboration with external parties to support the implementation of SDGs in\u0026nbsp;Islamic boarding school. In addition, differences in perception between respondents emphasize the need for alignment of visions among all stakeholders. This study provides a basis for more targeted and sustainable strategic interventions. Therefore,\u0026nbsp;bridging Islamic boarding school and higher education is essential for fostering sustainable development within the framework of SDGs. Technological innovations and university collaborations empower Islamic boarding school to address contemporary challenges while preserving their cultural and religious identity. This study not only emphasizes the need for capacity-building programs but also provides a roadmap for scaling successful models of integration, thereby contributing to broader global sustainability efforts.\u003c/p\u003e\n\u003cp\u003eIn conclusion, the findings highlight a significant gap between awareness and implementation of the SDGs in the Islamic boarding school community. While most respondents recognize the importance of the SDGs, the practical application of these principles remains limited, particularly in areas such as technology integration and environmental sustainability. There is also a notable divergence in perceptions, with Islamic boarding school leaders expressing more optimism about the effectiveness of SDG programs compared to teachers and administrators. Additionally, the research demonstrates a positive correlation between the quality of education and community empowerment. Islamic boarding school that offer high-quality education are more likely to implement successful community empowerment initiatives, reinforcing the integral role of education in fostering sustainable development and social impact.\u003c/p\u003e"},{"header":"4 Analysis of science mapping","content":"\u003cp\u003eThe findings reveal that many Islamic boarding schools have taken significant steps toward implementing SDG-related activities, including waste management programs, initiatives for community empowerment, and curriculum modifications to incorporate sustainability principles [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. However, these efforts often face scalability challenges due to limited access to technology and financial resources [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. For instance, Waste management systems rely heavily on manual processes, while community programs lack adequate infrastructure such as heavy equipment, machinery, or technology needed for wider reach and impact [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. Similarly, curriculum enhancements remain localized [61], with few institutions leveraging digital tools to disseminate sustainable practices widely [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHigher education institutions play a pivotal role in addressing these limitations by introducing technology-driven solutions tailored to the needs of Islamic boarding school. Universities have provided digital literacy training to Islamic boarding school educators, enabling them to incorporate modern teaching tools into their pedagogical practices [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. Additionally, the deployment of e-learning platforms and data management systems has facilitated the integration of sustainability-focused content into Islamic boarding school curricula, bridging gaps in resource availability. These interventions have also improved operational efficiency, allowing Islamic boarding school to monitor their contributions to SDG targets more systematically.\u003c/p\u003e \u003cp\u003eDespite these promising developments, collaborations between universities and Islamic boarding school face several challenges. Cultural and structural differences, such as the traditional educational ethos of Islamic boarding school and the institutional frameworks of universities, often impede seamless integration [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. Islamic boarding school's limited technological infrastructure and reluctance to adopt modern methods further complicate these efforts. On the other hand, universities occasionally struggle to align their programs with the unique cultural and religious contexts of Islamic boarding school, highlighting the need for tailored, context-sensitive approaches.\u003c/p\u003e \u003cp\u003e The discussion underscores the transformative potential of higher education in fostering sustainable practices within Islamic boarding school. By leveraging technology, universities can act as catalysts for scalable and impactful SDG initiatives. A technology-enabled partnership model is proposed to address the challenges identified, emphasizing mutual understanding, capacity building, and co-creation of solutions. This model not only bridges existing gaps but also fosters mutual growth, aligning the traditional strengths of Islamic boarding school with the innovative capabilities of universities to advance shared sustainability goals.\u003c/p\u003e \u003cp\u003e This science mapping framework provides a structured approach to leveraging the strengths of universities and Islamic boarding school in achieving the SDGs. By fostering collaboration, integrating technology, and focusing on sustainable development, the framework creates a roadmap for transformative educational and economic initiatives. Through continuous evaluation and commitment to shared goals, universities and Islamic boarding school can bridge gaps, uplift communities, and create a sustainable future.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Strategic Objectives\u003c/h2\u003e \u003cp\u003e The primary objective of this framework is to foster effective collaboration between universities and Islamic boarding school to advance the Sustainable Development Goals (SDGs). By increasing synergy between these institutions, joint programs focusing on sustainable development can be established. These programs aim to improve access to quality education (SDG 4) and encourage technology adoption. Technology plays a vital role in expanding educational access, modernizing teaching methods, and introducing innovative learning tools that enhance both student engagement and academic outcomes. Through this strategic alignment, Islamic boarding school can leverage university expertise to integrate contemporary education while preserving cultural values.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Action Plan\u003c/h2\u003e \u003cp\u003eThe framework outlines actionable steps to ensure the success of this collaboration. Workshops and seminars will serve as key platforms for introducing technology and innovation, providing educators and students with practical knowledge and tools. Additionally, the creation of a shared digital platform will facilitate access to educational resources and support continuous learning. Success metrics, such as increased student participation and program satisfaction, will measure the impact of these initiatives. These indicators provide data-driven insights to refine strategies and ensure that collaborative efforts effectively address community needs while aligning with SDG targets.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Situation Analysis\u003c/h2\u003e \u003cp\u003eUniversities and Islamic boarding school often operate independently, which limits their potential to collaborate meaningfully. Islamic boarding school face challenges such as inadequate access to technology and limited educational resources, creating barriers to achieving quality education. The target condition envisions a robust partnership between these institutions, where Islamic boarding school benefit from the expertise and technological resources of universities. This collaboration aims to elevate educational standards, promote economic welfare, and empower surrounding communities. Addressing these disparities is critical to achieving both institutional and societal advancement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.4. Sustainable Program Development\u003c/h2\u003e \u003cp\u003eSustainable development within this framework emphasizes integrated education programs and economic empowerment. Academic and character education can be harmonized through collaborative curricula, ensuring holistic student development. Joint research projects can address community-specific challenges, fostering practical solutions that are both impactful and sustainable. Additionally, economic empowerment programs, such as entrepreneurship training and skills development, can create job opportunities for Islamic boarding school students and graduates. This dual focus on education and economic welfare aligns with multiple SDG goals, including decent work and economic growth (SDG 8).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e4.5. Evaluation and Follow-Up\u003c/h2\u003e \u003cp\u003eProgram evaluation is integral to ensuring continuous improvement. Regular surveys and focus groups will assess program effectiveness, while detailed reports will document progress and challenges. Based on evaluation findings, a follow-up plan will be developed to address gaps and refine strategies. Strengthening long-term partnerships between universities and Islamic boarding school will ensure sustained impact, enabling these institutions to collectively address evolving challenges while contributing to global sustainability goals.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Research gaps and future directions","content":"\u003cp\u003eWhile the framework highlights the potential of collaboration between universities and Islamic boarding school, there is a lack of empirical studies exploring the depth and effectiveness of such partnerships. Existing research often addresses these institutions separately, overlooking how synergized efforts can contribute to the Sustainable Development Goals (SDGs). The limited exploration of how Islamic boarding school can adopt and integrate modern technologies, while maintaining their traditional values, represents a critical research gap. Future studies should investigate effective models of collaboration that balance tradition and innovation, ensuring mutual growth and alignment with local and global needs.\u003c/p\u003e \u003cp\u003eThe framework emphasizes the role of technology in enhancing education and innovation; however, it does not address the infrastructural and financial barriers Islamic boarding school face in adopting these technologies. Research is needed to identify scalable and cost-effective technological solutions suitable for Islamic boarding school, especially in rural areas. Additionally, there is limited understanding of the digital literacy levels among Islamic boarding school educators and students. Future research should focus on developing tailored training programs and assessing the long-term impact of technology integration on learning outcomes and economic empowerment within these institutions.\u003c/p\u003e \u003cp\u003e The economic empowerment aspect of the framework is underexplored in current literature, particularly regarding entrepreneurship and skill-building programs tailored to Islamic boarding school students. While the framework proposes job creation and entrepreneurship as goals, little is known about the effectiveness of existing initiatives or how they can be scaled. Future research should examine the types of skills and businesses that align with local economic contexts and the cultural environment of Islamic boarding school. Furthermore, studies should explore the role of external stakeholders, such as government and private organizations, in supporting these programs through funding, mentorship, and market access.\u003c/p\u003e \u003cp\u003eThe framework mentions evaluation mechanisms but lacks detail on standardized assessment tools and long-term tracking of program outcomes. There is also a research gap in understanding how the collaboration aligns with broader educational and economic policies at national and regional levels. Future research should focus on developing robust evaluation frameworks that include indicators for social, economic, and educational impacts. Additionally, studies should explore how universities and Islamic boarding school collaborations can inform and influence policymaking to ensure that these partnerships receive institutional and financial support for sustainability.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eof Gaps and Future Directions\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResearch Gaps\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFuture Direction\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGaps in Institutional Collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Develop empirical studies to explore effective models of collaboration between universities and Islamic boarding school.\u003c/p\u003e \u003cp\u003e- Establish case studies on best practices for balancing traditional Islamic boarding school values with modern university approaches.\u003c/p\u003e \u003cp\u003e- Facilitate policy frameworks to institutionalize partnerships at regional and national levels.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGaps in Technology Utilization and Accessibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Identify scalable, cost-effective technological tools suitable for rural Islamic boarding school contexts.\u003c/p\u003e \u003cp\u003e- Design and implement digital literacy training programs for Islamic boarding school educators and students.\u003c/p\u003e \u003cp\u003e- Explore partnerships with tech companies to provide affordable infrastructure and resources.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInsufficient Analysis of Economic Empowerment Initiatives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Conduct longitudinal studies to assess the long-term impact of skills training and entrepreneurship programs in Islamic boarding school.\u003c/p\u003e \u003cp\u003e- Investigate locally relevant business opportunities and skill sets for Islamic boarding school communities.\u003c/p\u003e \u003cp\u003e- Develop frameworks for collaboration with external stakeholders to enhance funding and mentorship.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNeed for Comprehensive Evaluation and Policy Alignment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Create standardized evaluation tools to measure the impact of collaboration programs on social, educational, and economic outcomes.\u003c/p\u003e \u003cp\u003e- Develop mechanisms for long-term tracking of program success, including alumni trajectories.\u003c/p\u003e \u003cp\u003e- Align research findings with educational and economic policies to ensure institutional support and scalability.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e Addressing these research gaps can strengthen the impact of universities and Islamic boarding school collaborations in achieving the SDGs. By focusing on institutional synergy, technology accessibility, economic empowerment, and comprehensive evaluation, future research can provide actionable insights to guide the implementation of effective programs. This will not only benefit the institutions involved but also contribute significantly to community welfare and global sustainability.\u003c/p\u003e"},{"header":"6 Conclusion","content":"\u003cp\u003eThis study highlights the vital role of higher education in empowering \u003cem\u003eIslamic boarding school\u003c/em\u003e to implement SDG-related practices through technology-driven solutions. By addressing challenges like limited scalability and technological gaps, universities can support \u003cem\u003eIslamic boarding school\u003c/em\u003e in enhancing waste management, community empowerment, and curriculum development aligned with global sustainability goals. Collaborative efforts require culturally sensitive approaches to bridge differences and foster mutual growth, enabling \u003cem\u003eIslamic boarding school\u003c/em\u003e to integrate traditional values with modern innovations. Strengthening these partnerships not only advances the sustainability of Islamic education but also contributes to global educational equity. Future research should focus on policy support and scalable models to expand the impact of such collaborations.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAcknowledgement\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eWe express our appreciation to all participants from the universities for their dedication, contribution and supports during the data collection and analysis phase.\u003c/p\u003e\n\u003ch2\u003eFunding\u003c/h2\u003e\n\u003cp\u003eThe authors declare that no funds, grants, or other support were received during the preparation of this manuscript.\u003c/p\u003e\n\u003ch2\u003eAuthor contributions\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by Zahra Khusnul Lathifah, Radif Khotamir Rusli, Lilis Fauziah Balgis and Dini Oktarina Dwi Handayani. The first draft of the manuscript was written by Zahra Khusnul Lathifah and Radif Khotamir Rusli, while data collection and analysis were done by Lilis Fauziah Balgis and Dini Oktarina Dwi Handayani. The results and conclusion were done by Zahra Khusnul Lathifah and Radif Khotamir Rusli, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. The publication has been approved by all co-authors, and the responsible authorities at the \u003cem\u003eUniversitas Djuanda and International Islamic University Malaysia.\u003c/em\u003e\u003c/p\u003e\n\u003ch2\u003eCorresponding Author\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eCorrespondence to Zahra Khusnul Lathifah\u003c/p\u003e\n\u003ch2\u003eData availability\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThe datasets generated during the current study are openly available on Zenodo at https://zenodo.org/records/15570053\u003c/p\u003e\n\u003ch2\u003eEthics approval and consent to participate\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThe research was ethically approved by the Ethics Committee of the \u003cem\u003eUniversitas Djuanda, and International Islamic University Malaysia\u003c/em\u003e. Prior to participation, all participants were duly informed of their rights and responsibilities and provided explicit written consent. The study was conducted in agreement with the guidelines governing research involving human participants, as outlined by the Ethics Committee of the \u003cem\u003eUniversitas Djuanda and International Islamic University Malaysia.\u003c/em\u003e\u003c/p\u003e\n\u003ch2\u003eConsent\u0026nbsp;for\u0026nbsp;publication\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThis work has not been published before.\u003c/p\u003e\n\u003ch2\u003eCompeting\u0026nbsp;interests\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003ch2\u003eOpen Access\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThis article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article\u0026rsquo;s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article\u0026rsquo;s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativeco mmons.org/licenses/by-nc-nd/4.0/.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eArar K, Sawalhi R, Yilmaz M. The research on Islamic-based educational leadership since 1990: An international review of empirical evidence and a future research agenda. 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New Delhi: Routledge India; 2024. p. 208-233.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Education, Economic Growth, Consumption, Partnership, Islamic Boarding School","lastPublishedDoi":"10.21203/rs.3.rs-6624833/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6624833/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores the role of Islamic boarding schools \u003cem\u003e(Islamic boarding schools)\u003c/em\u003e in implementing the United Nations Sustainable Development Goals (SDGs), particularly in the areas of quality education, environmental sustainability, and community empowerment. Despite high awareness of SDG principles among Islamic boarding school leaders, there are significant gaps in practical implementation, especially regarding technology integration and sustainable practices. This study uses a mixed-method approach to analyze SDG implementation trends in Islamic boarding schools through surveys and explore university-supported technology adoption via interviews and observations. The research reveals that many Islamic boarding schools have initiated SDGs-related activities such as waste management and community empowerment programs. Challenges remain due to limited resources, technological access, and financial constraints. The study also highlights the crucial role of universities in addressing Islamic boarding school curriculum challenges through research-based community service programs and technological interventions, such as digital literacy training and e-learning integration, to overcome management and innovation limitations. Furthermore, the collaboration between universities and Islamic boarding schools shows promise in improving the scalability and impact of these initiatives, although cultural and structural differences between the two institutions pose challenges. The findings suggest that a technology-enabled partnership model, built on mutual understanding and co-creation of solutions, could bridge these gaps and foster sustainable growth. Ultimately, this research emphasizes the need for tailored, context-sensitive approaches to integrate modern innovations with traditional Islamic educational values, contributing to global educational sustainability efforts.\u003c/p\u003e","manuscriptTitle":"From Tradition to Innovation: University–Pesantren Technological Collaboration for Advancing the SDGs","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-17 09:19:51","doi":"10.21203/rs.3.rs-6624833/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3fdde703-aff1-4035-8611-de254dac9b24","owner":[],"postedDate":"June 17th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-28T12:39:11+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-17 09:19:51","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6624833","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6624833","identity":"rs-6624833","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}