<![CDATA[Digital transformation has reshaped educational practices and increased the demand for primary school teachers to develop digital competence that supports meaningful and innovative learning. Although previous studies have emphasized teachers' digital competence and technology integration, limited attention has been given to how strategic school management fosters digital competence through a deep learning approach to promote instructional innovation. This study aimed to analyze the strategic management of teacher digital competence based on a deep learning approach in supporting instructional innovation at the primary school level. The study employed a qualitative approach using a single-case study design at SD Plus Al Barokah, Purwakarta Regency, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that strategic leadership, a collaborative school culture, continuous professional development, and technology-supported learning collectively strengthen teachers' digital competence and facilitate the implementation of deep learning-oriented instructional practices. Furthermore, instructional innovation is driven not merely by technology adoption but by the integration of organizational support, teacher digital competence, and pedagogical transformation. This study proposes a conceptual model positioning collaborative organizational culture as the central mechanism linking strategic management, teacher digital competence, deep learning, and instructional innovation. The findings contribute to the development of educational management theory and provide practical guidance for primary schools seeking to implement sustainable digital transformation.]]>
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