<![CDATA[Teachers' limited capacity to integrate digital technology into English lessons was identified as a key problem in Islamic elementary schools (madrasah ibtidaiyah) in Ngasem, Bojonegoro, through observation, partner discussions, and pre-training self-assessment. This community engagement program aimed to strengthen three domains of teachers' digital literacy: conceptual understanding, application-operating skills, and the ability to design digital teaching materials. Thirty teachers from madrasahs under LP Ma'arif NU Bojonegoro and the Ngasem Working Group of Madrasah Principals took part in a seven-stage Participatory Learning and Action program: needs analysis, focus group discussion, module development, workshop, mentoring, monitoring, and evaluation. Six complementary applications were introduced: Canva for Education, Wordwall, Quizizz, Padlet, Khan Academy Kids, and Literacy Cloud. Observation, questionnaire, product documentation, and performance data were analysed descriptively through triangulation. Teachers' competence shifted from low to good in conceptual understanding and application operation, and from poor to good in designing teaching materials. Outputs comprised a training module and four types of classroom-ready products that formed an initial digital media bank, and participant satisfaction was rated very good. These categorical findings indicate that participatory, product-oriented mentoring supported teachers' digital competence, whereas sustained classroom use and student impact require follow-up measurement.]]>
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