<![CDATA[Digital technology integration has transformed the professional practices of school counselors. However, studies exploring how counselors experience this adaptation, particularly in regions with limited technological infrastructure, remain scarce. This study explores the lived experiences of school counselors in adapting to digital technology integration in secondary school counseling services. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed through semi-structured interviews with school counselors from three secondary schools in Kerinci Regency and Sungai Penuh City, Jambi Province, Indonesia. Data were analyzed following the six stages of IPA. Four themes emerged: (1) the transition from conventional counseling to blended counseling; (2) self-directed learning as the primary strategy for developing digital competence; (3) structural barriers, including limited infrastructure, facilities, and institutional support; and (4) ethical dilemmas concerning client confidentiality and professional boundaries in digital communication. The findings identify adaptive resilience without institutional scaffolding, describing school counselors' capacity to adapt independently despite limited systemic support. This concept extends existing digital counseling models by emphasizing adaptive resilience beyond technology readiness. Successful technology integration requires the synergy of individual competence, continuous professional development, institutional support, and contextually appropriate digital counseling ethics.Keywords - Digital Counselling, Digital Ethics, Interpretative Phenomenological Analysis, Professional Adaptation, School Counsellor.]]>
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