<![CDATA[This Policy Article examines the fundamental issues regarding the acceleration of 21st-century digital transformation that demands a radical reorientation across the education sector. However, Islamic boarding schools currently face a serious digital divide challenge due to the protective policy of banning devices without the provision of shared computing facilities. This study aims to unravel the roots of these structural problems, assess the effectiveness of current policies, and formulate new policy options to realize self-sustaining ICT financing governance. The methodology used in this policy paper is a descriptive qualitative analysis by applying the Urgency, Seriousness, and Growth (USG) matrix instrument to determine problem priorities, a fishbone diagram to dissect systemic causality, and a SWOT matrix analysis to test the feasibility of formulated policy scenarios. The analysis shows that maintaining the current status quo or fully liberalizing devices is ineffective, so a policy scenario of technological governance moderation was chosen as the best option. In conclusion, fulfilling students' digital literacy rights can be aligned with maintaining the moral traditions of the dormitory through a managed, accommodative-productive approach. Therefore, it is recommended to establish an internal ICT Technical Implementation Unit (UPT) that manages shared digital device facilities based on strict Standard Operating Procedures (SOPs) and a content filtering system (web filtering), which is independently funded through the empowerment of Islamic boarding school business units (pesantrenpreneurs) and the integration of Village Fund allocations and the government's Universal Service Obligation (USO) program.]]>
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