<![CDATA[For public madrasahs, the availability of adequate resources and infrastructure provides ease in conducting instructional transitions. However, for private Islamic elementary schools (MIS), this process is a transition that demands teacher resilience, where they must strive rigorously to adapt to various limitations. This study aims to map how pedagogical challenges and digital opportunities interact in shaping new practices for Arabic language learning amidst resource and infrastructure gaps in private madrasahs. This qualitative research was conducted at MIS Sa’adatuddiniyah and MIS fathul Huda. Data were collected through in-depth interviews with three Arabic language teachers and subsequently analyzed using NVivo 15 to capture the dynamics of transition and the teachers' experiences in facing change. The research findings reveal a transition paradox: On one hand, teachers demonstrate extraordinary resilience through professionalism, deep religious motivation, and openness to technology to initiate the transition from conventional to digital practices. On the other hand, these innovative steps must collide with significant barriers such as students' low Hijaiyah literacy, limited teacher digital literacy, and gaps in madrasah infrastructure. The synthesis of these findings formulates the MITRA Model (Integrative Model for Arabic Education Transition), an exploratory conceptual framework illustrating how teachers convert structural obstacles into pedagogical innovations. This model emphasizes that transition is not merely a technical matter but is driven by religio-professional resilience and institutional support. The study concludes that an effective transition requires a balanced approach strengthening basic literacy foundations while integrating digital tools gradually and contextually. These findings offer a human-centered transformative roadmap for the digitalization of private madrasahs amidst resource and infrastructure constraints.]]>
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