<![CDATA[Low Qur'anic literacy at the primary level remains a structural problem in Indonesian Islamic education, particularly in private madrasahs located in peripheral areas with limited resources. Most previous studies have stopped at testing the effectiveness of a single reading method or mapping teacher roles separately, and therefore have not explained how the various components of a madrasah work as a single unit. This study aims to explain the process of strengthening Qur'anic literacy, to map its supporting and inhibiting factors, and to formulate the working pattern of Islamic Religious Education (IRE) teachers in managing such limitations. The study employed a qualitative approach with a single case study design at Madrasah Ibtidaiyah Swasta Rambung, Putri Betung Sub-district, Gayo Lues Regency, from November 2025 to January 2026. Data were collected through limited observation, semi-structured interviews with seven purposively selected informants, and document analysis. Data were analyzed using the interactive model of Miles and Huberman, and their credibility was examined through source triangulation, technique triangulation, and member checking. The findings show that the strengthening of Qur'anic literacy proceeds along three mutually reinforcing pathways: cultural habituation, structured differentiated instruction, and personal mentoring. These pathways rest on three pillars, namely the teacher, madrasah leadership, and the family. This study proposes a Qur'anic learning ecosystem model as an alternative framework for resource-constrained madrasahs]]>
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