<![CDATA[The digitalization of madrasahs faces challenges in sustaining both academic and moral quality post-pandemic, constrained by limited infrastructure, low digital literacy, and insufficient integration of technology into pedagogical and administrative practices. This study aims to examine sustainable digital transformation in madrasahs by assessing academic outcomes, moral development, infrastructure, teacher competence, and the effectiveness of technology integration. A Systematic Literature Review (SLR) of 20 peer-reviewed articles published between 2020 and 2024 was conducted, using thematic analysis to evaluate post-pandemic digital tools, blended learning practices, administrative efficiency, and teacher capacity. Findings indicate that digital platforms, including Google Classroom and SIMDIK, have enhanced accessibility, administrative processes, and academic outcomes; however, moral education remains under-supported due to superficial pedagogical adaptation. Persistent barriers include the digital divide in remote areas, infrastructure limitations, and gaps in educators’ Technological Pedagogical Content Knowledge (TPACK). Sustainable transformation requires offline-capable systems, intensive teacher training, and models like Station Rotation to integrate character education effectively. Strategic leadership, digital teams, and supportive institutional culture are essential to ensure holistic student development. These insights inform policymakers and educators in developing equitable, value-based, and sustainable digital education in Indonesian madrasahs.]]>
