<![CDATA[This study aims to analyze the challenges of adopting financial management technology in Traditional Islamic Educational Institutions (LPIT) through the lens of the Socio-Technical Approach. Using the Systematic Literature Review (SLR) method, referring to the PRISMA protocol, this study explores secondary literature from reputable scientific journals in the 2016–2026 timeframe. Theoretically, the Socio-Technical Approach views organizations as a dynamic, interdependent combination of technical subsystems (hardware, software, and processes) and social subsystems (people, culture, and power structures). The results of the analysis indicate that the failure or slowness of financial digitalization in LPIT is not simply a technical infrastructure problem, but rather the result of a mismatch between the rigid and impersonal characteristics of modern applications (technical subsystem) and the familial and trust-based social space of Islamic boarding schools (social subsystem). This misalignment is triggered by the clash between the rigid recording system and the culture of khidmah (selfless devotion) of the administrators, limited digital literacy, and a management orientation based on seeking blessings. The novelty of this research lies in the use of a socio-technical framework to break down the conventional stigma that misdiagnoses digitalization failures purely as technical failures, thus resulting in recommendations for a culturally-sensitive technology adoption model that can bridge the theological obligation of regular financial recording according to Surah Al-Baqarah verse 282 with the cultural reality of traditional institutions.]]>
