<![CDATA[The quality of education is strongly influenced by teacher professionalism, particularly their ability to design creative, innovative, and technology-integrated learning experiences. However, many teachers in remote and resource-constrained areas continue to face challenges in adopting effective digital pedagogical practices. To address this issue, Universitas Negeri Jakarta (UNJ) and Western Mindanao State University (WMSU), Philippines, organized a hybrid Community Service program aimed at strengthening the pedagogical competence and technological literacy of Islamic school teachers in the Zamboanga region, Southern Philippines. The program also sought to establish a sustainable transnational professional network among educators. The implementation consisted of socialization sessions, focus group discussions, training workshops, educational technology simulations, mentoring activities, and continuous evaluation. The results demonstrated a significant improvement in teachers’ understanding and application of interactive digital tools, as well as their ability to implement innovative instructional approaches, including Project-Based Learning, Problem-Based Learning, Game-Based Learning, and the Multisensory Approach. Participants also reported increased confidence in integrating technology into classroom practices. Overall, the program effectively enhanced teacher creativity, strengthened professional collaboration across countries, and contributed to improving the resilience and quality of Islamic education in underserved areas.]]>
