<![CDATA[Digital transformation in education requires teachers to possess digital competence that extends beyond technical proficiency to the effective integration of technology into teaching and learning practices. This study aims to analyze the implementation of teachers' digital competence in enhancing learning quality, identify technology-based instructional strategies, examine barriers to technology integration, and explain the contribution of digital competence to learning quality. A qualitative case study approach was employed at SD IT SITI AMINAH, Karawang Regency, Indonesia. The participants consisted of ten teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, complemented by thematic analysis involving open coding, axial coding, and selective coding. Trustworthiness was ensured through source and method triangulation, member checking, and peer debriefing. The findings indicate that teachers have integrated various digital platforms, including Google Classroom, WhatsApp, Canva, PowerPoint, and YouTube, into classroom instruction. The integration of digital technology contributed to greater student engagement, enhanced learning motivation, increased teacher creativity, and more diverse instructional strategies. However, its implementation remains constrained by disparities in teachers' digital literacy, limited technological infrastructure, unstable internet connectivity, and insufficient opportunities for professional development. The study concludes that teachers' digital competence is a strategic factor in promoting innovative, effective, and student-centered learning. Therefore, continuous professional development and institutional support are essential to strengthen teachers' digital competence and improve educational quality in the digital era.]]>
