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Bangladesh's madrasah education system plays a dual role in preserving core Islamic values while contributing to national development and human capital formation. However, a significant gap persists in integrating global competencies—such as critical thinking, collaboration, digital literacy, and global citizenship (as outlined in OECD and P21 frameworks)—into teacher training programs, particularly within the Bangladesh Madrasah Teachers' Training Institute (BMTTI) and broader madrasah curricula. This misalignment hinders madrasah graduates' readiness for 21st-century challenges and exacerbates educational dichotomies in the era of a competency-based national curriculum (NCTB, 2021 onward). This study proposes a culturally responsive teacher-training model, the IV-GC Harmony Model, that harmonizes Islamic ethical principles (e.g., Akhlaq, Adab, Tawhid-based worldview) with global competencies through blended, modular training. Employing a mixed-methods design, the research involved surveys and interviews with 150 madrasah teachers (Alia and Qawmi), analysis of BMTTI curricula, and a pilot implementation of the model in selected madrasahs. Preliminary findings indicate that the model significantly bridges perceived conflicts between traditional Islamic pedagogy and modern skills, improving teachers' self-efficacy in competency integration by approximately 32% (pre/post assessment) and enhancing perceived cultural congruence. Qualitative themes highlight increased willingness for reform amid resource constraints. The model offers actionable policy implications: alignment with the Madrasah Education Board reforms, the NCTB competency frameworks, and SDG 4.7 (global citizenship education). By fostering inclusive, values-grounded teacher development, this approach can enhance the relevance of madrasah education, promote equitable national development, and position Bangladesh as a model for culturally sensitive educational modernization in Muslim-majority contexts.