<![CDATA[This study aims to examine the impact of educational technology utilization on the quality of learning in the rural areas of Central Aceh Regency and to pinpoint contextual challenges in its implementation. This research utilized an explanatory sequential mixed-methods design and involved 108 participants, including administrators, instructors, and students from three state Islamic junior secondary schools (MTsN). Quantitative data were gathered using Likert-scale surveys and analyzed descriptively, and qualitative data were acquired through semi-structured interviews and classroom observations and analyzed thematically. The results demonstrate that instructional technology enhances students' motivation, engagement, and understanding of learning materials. Nonetheless, its efficacy is hindered by insufficient infrastructure, inadequate technology resources, and low digital literacy among educators and learners. This study presents a context-sensitive best-practice strategy for the application of educational technology in rural schools, highlighting adaptation, sustainability, and the development of local capability. We anticipate that the outcomes will support the development of educational policies and the improvement of technology-integrated learning methodologies in remote regions]]>
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