<![CDATA[This study aimed to analyze the role of religious habitus and social capital in strengthening the Qur'anic literacy competence of Islamic Religious Education (IRE) teachers at the elementary school level in the Special Region of Yogyakarta. This research employed a qualitative approach with a multiple case study design to obtain an in-depth understanding of teachers' Qur'anic literacy practices across different educational settings. Data were collected through in-depth interviews, classroom observations, and documentation involving IRE teachers, school principals, and supporting informants. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion verification to identify patterns and relationships among the findings. The results indicated that Qur'anic literacy competence is shaped through the interaction between religious habitus, social capital, and institutional support. Continuous religious practices strengthen teachers' fluency, confidence, pedagogical flexibility, and interpretative ability in Qur'anic learning, while collaborative learning networks and professional interactions enhance competence through knowledge sharing and mutual support. Differences in teachers' Qur'anic literacy competence are influenced by variations in religious experiences, learning environments, and access to professional communities. These findings implied that strengthening religious learning habits, fostering collaborative professional communities, and providing sustained institutional mentoring are essential strategies for improving teachers' Qur'anic literacy competence and supporting the quality of Islamic Religious Education in elementary schools.]]>
