<![CDATA[The advancement of digital technology in education requires teachers to effectively integrate technology into the learning process. However, the implementation of digital technology in primary schools still faces various challenges, including limited teachers’ digital competencies, unequal infrastructure availability, and technical barriers that hinder the optimization of technology-based learning. This study aims to analyze the challenges and adaptation strategies employed by teachers in integrating digital technology into primary school learning. This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews with classroom teachers as the main informants and students as supporting informants selected through purposive sampling techniques. The collected data were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. The data analysis process was supported by NVivo software through data coding and thematic visualization using Word Cloud and Treemap. The findings reveal that teachers have developed adaptation strategies through the utilization of digital devices, interactive learning media, instructional videos, and educational applications. The integration of digital technology positively contributes to improving students’ motivation, engagement, attention, and understanding during the learning process. However, technology implementation continues to encounter several obstacles, including limited internet access, inadequate infrastructure, and the need for continuous improvement of teachers’ digital competencies. This study indicates that the successful integration of digital technology in primary schools is influenced by teachers’ adaptive abilities, infrastructure support, and the implementation of learning strategies aligned with students’ needs.]]>
