<![CDATA[Background: Islamic education faces significant challenges due to limited learning facilities, which impact the effectiveness of learning and educational quality. This study explores the experiences of MTsS Darussalam teachers in maintaining the quality of Islamic education amidst these limitations. Methods: This qualitative case study involved eight purposively selected teachers. Data were collected through semi-structured interviews, classroom observations, and school program documentation, then analyzed using thematic analysis. Results: Three main challenges were identified: (1) limited digital learning facilities and media, (2) limited support for technological literacy and professional training, and (3) limited access to digital competency development. However, teachers demonstrated resilience through religiously based adaptive strategies such as strengthening religious habits, adapting teaching methods, and collaborating with parents and the school committee. Conclusion: Teachers' professional commitment and internalization of Islamic values are important factors in maintaining the quality of Islamic education amidst limited facilities. These findings provide theoretical contributions to the development of a model of Islamic educational resilience as well as practical recommendations for policy makers to improve support for facilities and professional training for teachers.]]>
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