<![CDATA[Digital transformation in education has substantially reshaped teachers’ roles and responsibilities, including those of early childhood Qur’anic education teachers. The integration of digital technology into instructional activities, administrative tasks, and school–parent communication requires continuous adaptation, potentially increasing digital workload and triggering digital anxiety. This study hypothesizes that strong self-efficacy grounded in Islamic psychology values enables teachers to manage digital work pressures more effectively. The research aims to explore the forms of digital workload and digital anxiety experienced by early childhood Qur’anic education teachers and to examine the role of self-efficacy in addressing these demands. This study employed a qualitative approach using a case study design at an Islamic early childhood education institution in Bekasi, Indonesia. Data were collected through in-depth interviews, classroom observations, and document analysis involving purposively selected teachers and were analyzed thematically. Findings reveal that digital workload manifests in technology-based administrative requirements, digital instructional media use, and intensive online communication with parents. These conditions contribute to digital anxiety related to technological competence, time constraints, and sustained performance expectations. Self-efficacy, strengthened by niyyah, ṣabr, ikhlāṣ, and tawakkul, functions as an adaptive coping mechanism in managing digital challenges.]]>
