<![CDATA[This study aims to describe the pedagogical transformation of early childhood teachers in responding to the characteristics of Generation Alpha, analyze the challenges encountered during the learning process, and identify the opportunities arising from this transformation at TK Islam Al Kautsar. The research was motivated by the distinctive characteristics of Generation Alpha—children born between 2010 and 2025 who have grown up entirely in the digital era—requiring teachers to adopt more adaptive, innovative, interactive, and child-centered approaches. A qualitative descriptive method was employed. Data were collected through passive participant observation, semi-structured interviews, Focus Group Discussions (FGD), and documentation involving the foundation chairperson, school principal, and classroom teachers. Data validity was ensured through source triangulation and member checking. The findings reveal that teachers have implemented pedagogical transformation by shifting from teacher-centered to student-centered learning, employing play-based activities, utilizing varied learning media, integrating technology proportionally, and creating active and collaborative learning environments. Teachers serve as facilitators, motivators, and mentors. The challenges encountered include children's limited attention span, dependence on digital devices, diverse learner characteristics, limited technology-based facilities, and the need to enhance teachers' pedagogical competence and digital literacy. Conversely, pedagogical transformation provides opportunities to increase children's active participation, foster creativity, critical thinking, and communication skills, and create more meaningful learning experiences. This study contributes a contextual understanding of early childhood pedagogy transformation in the Indonesian context and offers a reference for developing generationally responsive pedagogical practices.]]>
