Islamic education has undergone a significant transformation with the development of technology. Technology has a major impact on the development of Islamic Education in the form of the use of technology in learning, both by educators, students, and the development of teaching materials. The need for technology in Islamic Education is increasingly strengthened by the demands of 21st-century learning and sustainable development goals, in a multidisciplinary context. Science, Technology, Engineering, and Mathematics (STEM) is a multidisciplinary approach that is integrated with technology, which is used as an alternative for achieving the institutional vision of a state Islamic university to support graduate learning outcomes. Therefore, it is necessary to formulate a strategy to strengthen the institutional vision that develops Islamic scholarship, science, and technology in an integrated manner. The purpose of this research is to provide recommendation strategies to policymakers for improving the quality of Islamic Education in Indonesia. The Strategic Assumption Surface and Testing (SAST) method were adopted in this study through focus group discussions and interviews with selected experts, which included 2 experts and 8 educators. The results of the assumptions are grouped according to the level of importance and certainty in the quadrant graph. This study found that there were 25 strategic assumptions that were formulated to increase the achievement of integrated learning outcomes with Science, Technology, Engineering, and Math (STEM). The results of the SAST method classify strategic assumptions into 4 quadrants. There are 15 items that assume the strategy is at a high level of importance and certainty in quadrant 1 and are a priority for implementation. This research has limitations in determining the priority of assumptions to be applied. Further research is recommended to carry out weighing and ranking in selecting the best strategic assumptions by policymakers.