<![CDATA[The transformation of learning patterns among Generation Z has created new challenges for Islamic boarding schools (pesantren), particularly in maintaining traditional learning systems that have long defined their educational identity. This study aims to analyze the resilience of pesantren learning traditions in responding to shifts in Generation Z's learning styles, focusing on practices at Pondok Pesantren Miftahul 'Ula Nglawak Kertosono Nganjuk. Using a qualitative case study design, data were collected through observation, in-depth interviews with the pesantren leader, teachers (ustaz), and students (santri), along with documentation studies. Data analysis involved reduction, categorization, interpretation, and thematic analysis. The findings reveal that resilience is manifested through three key aspects: continuity of classical learning, pedagogical adaptation, and reinforcement of Islamic educational identity. Traditional methods sorogan, bandongan, deliberation (musyawarah), and kitab kuning studies remain central to the learning process. Nevertheless, adjustments occur through contextual explanations, interactive communication, and connecting classical Islamic knowledge to contemporary realities faced by Generation Z. Importantly, digital development does not replace the authority of kiai and ustaz as sources of religious knowledge; rather, technology serves as a complementary resource within the pesantren ecosystem. This study introduces the concept of adaptive tradition resilience, highlighting how pesantren sustain their educational identity while continuously adapting to learner characteristics. Unlike prior studies emphasizing digital transformation as the primary modernization indicator, this research underscores internal pedagogical adaptation and cultural strength as key sustaining factors. The implications suggest that pesantren development should prioritize value-based pedagogical innovation alongside technological integration.]]>
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