The aim of this research is to expose the challenges and opportunities of transformation of technology-based college governance on future Islamic universities. This research method is a library expression. The data sources used include journal articles, books, research reports, conference papers, and policy documents related to digital transformation in higher education. The results of this research are some of the opportunities and challenges in transforming technology-based college governance in future Islamic universities. Technology transformation opportunities in Islamic higher education are, improvement, accessibility of education, flexible and adaptive curricula, administrative efficiency, development of digital resources, and global collaboration.

This study aims to explore the role of student self-regulation in understanding English reading at Danul Hikmah Pekanbaru MTS. Using a quantitative research design with a correlational descriptive approach, the study involved 46 students selected through stratified random sampling techniques out of a total population of 143 students. The research instruments included a questionnaire to measure self-regulation and standard tests to measured reading understanding. The data collection process begins with validity and reliability testing of instruments through pretests, followed by primary data collection. The data analysis was performed using SPSS version 25, using descriptive statistics to summarize data and Pearson correlations to test the relationship between self-regulation and reading understanding. The results of the analysis showed a significant positive correlation between student self-regulation and their English reading understanding score. The Pearson Correlation Coefficient of 0.849 indicates a strong relationship, where a higher level of self-Regulation is associated with a better understanding of reading. These results emphasize the importance of developing self-regulation skills in students to improve their academic performance in reading. Therefore, teaching strategies that facilitate the development of self-regulation can make a positive contribution to learning outcomes. These findings recommend the application of educational interventions that focus on the development of self-regulation to improve student reading understanding and, ultimately, their overall academic performance.