This study examines the implementation of administrative information technology in Islamic boarding schools from 1997 to 2025, focusing on modernizing their administrative systems while preserving their cultural heritage and religious values. The research uses data from Scopus, Web of Science, and Lens databases, revealing a rapidly maturing field with a 12.92% annual growth rate and an average document age of 3.54 years. Key contributors include Indonesia, China, and Saudi Arabia as leading research hubs. The study employs advanced analytical methods to map the scholarly landscape, revealing that early research focused on user acceptance constructs, particularly the Technology Acceptance Model (TAM), examining perceived usefulness and ease of use among staff and students. Recent work has expanded into digital transformation strategies, artificial intelligence applications, cloud computing, and comprehensive governance frameworks. The systematic literature review identified five major thematic clusters: foundational acceptance and higher education contexts, technology acceptance and usability modeling, information systems and digital transformation, engineering education and decision-making, and emerging learning platforms. Despite significant progress, persistent gaps remain in long-term impact assessments, cultural integration of IT solutions within Islamic educational ethos, digital inequality stemming from infrastructure constraints, and standardized stakeholder training. The research concludes with actionable recommendations emphasizing community-driven implementation approaches, capacity building programs, infrastructure development for digital equity, longitudinal action research designs, and interdisciplinary international partnerships. These findings provide a conceptual framework for positioning future studies and bridging policy-practice gaps in administrative information technology implementations across Islamic boarding schools globally