Navigating English teachers' perspectives on integrating technology in Islamic high schools in the digital age

Technology integration in English learning in Islamic schools is both a challenge and an opportunity for teachers. This study examines the English teacher’s perspectives at SMA D on the implementation of technology integration in learning. This study used a qualitative approach with a case study design. Data were collected through observation and in-depth interviews and then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion. The results of the study indicate that teachers view technology as a tool that can increase student engagement, facilitate access to learning resources, and make learning more interactive. However, its implementation in SMA D still faces challenges, such as limited facilities, digital literacy gaps, curriculum designs that do not fully support technology integration, and policies that limit internet access outside the school environment. This study concludes that technology integration can support more effective English learning if supported by adequate training, supportive school policies, and approaches that are in line with pesantren (Islamic boarding school) principles.