<![CDATA[This study aims to identify the level of digital infrastructure limitations, describe teacher perceptions, and analyze teacher adaptation strategies in utilizing audio-visual media for Natural Science learning in private elementary schools. This study employed a descriptive qualitative approach conducted over three months (February–April 2026) at SD Muhammadiyah Komplek Kolombo, Sleman, Yogyakarta. Subjects were selected through purposive sampling involving the principal and upper-grade teachers. Data were collected through semi-structured interviews and non-participatory observation, with validity ensured through source and technique triangulation. The findings reveal that digital infrastructure limitations are moderate to high, encompassing the absence of a permanently installed projector in one classroom, a suboptimally functioning computer laboratory, unstable internet connectivity, and a limited ICT operational budget. Teacher perceptions are dualistic: strongly believing in the benefits of audio-visual media yet experiencing professional dilemmas due to recurring infrastructure constraints and uneven mastery of technological pedagogical competence. Teachers independently developed five creative adaptation strategies—use of personal devices, alternative printed media, rotating projector scheduling, simple teaching aids, and offline content downloads—none of which have been institutionally documented. ]]>
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