<![CDATA[The transformation of Islamic Religious Education (IRE) learning in public elementary schools has become an important issue in response to changes in student characteristics, technological developments, and the demands of 21st-century learning competencies. This study aims to analyze the transformation of Islamic Religious Education learning by focusing on three aspects: learning challenges, teacher adaptation strategies, and teacher competency development. This research employed a qualitative approach with a descriptive research design. Data were collected through semi-structured interviews, classroom observations, and documentation involving Islamic Religious Education teachers, school principals, and supporting participants in public elementary schools. Data analysis was conducted using an interactive model consisting of data condensation, data display, conclusion drawing, and verification. The findings reveal that the transformation of Islamic Religious Education learning is influenced by various challenges, including diverse student characteristics, differences in learning motivation, limited learning media and facilities, technology utilization constraints, limited instructional time, and the need for more varied learning strategies and assessment approaches. In responding to these challenges, teachers implemented adaptive strategies through the variation of learning methods, the integration of digital and non-digital learning media, contextual learning approaches, diversification of learning resources, student mentoring, and adjustment of learning activities based on students’ needs. Furthermore, teacher competency development emerged as a crucial factor in sustaining the transformation process, particularly in pedagogical competence, professional competence, social competence, personal competence, and digital competence. This study concludes that the transformation of Islamic Religious Education learning is not merely a process of digitalizing learning practices but rather a continuous pedagogical and professional adaptation process. The sustainability of this transformation requires strengthening teacher competencies, institutional support, collaborative learning communities, and the development of adaptive, contextual, and meaningful learning practices.]]>
