<![CDATA[Advances in Artificial Intelligence (AI) technology have brought significant changes to learning practices, including in PAI at the elementary school level. However, the implementation of AI-based learning in Islamic Religious Education (IRE) is closely related to innovation management, school leadership, and teacher readiness in facing digital transformation. This study aims to analyze the management of AI-based IRE learning innovation and its implications for teachers' digital transformation policies in elementary schools. This study uses a qualitative field research design. Data were collected through in-depth interviews, observations, and document analysis involving school principals and IRE teachers in several elementary schools in Pangandaran Regency, West Java. The data were analyzed thematically to identify patterns of innovation management, learning practices, and policy implementation. The findings show that AI-based IRE learning innovation is managed adaptively and contextually, with AI serving as a learning tool rather than replacing the role of teachers. Teachers remain central in guiding students' religious values and character, while AI supports lesson planning, material delivery, and evaluation. For teachers, AI use can improve efficiency in lesson planning, material preparation, differentiation, and assessment; however, it also introduces new burdens and risks, such as verifying AI accuracy, preventing value-inconsistent content, protecting students’ data/privacy, and avoiding over-dependence. These implications justify the need for clear school-level guidance and continuous teacher AI/digital literacy development.]]>
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