<![CDATA[This study examines technology adaptation in Pesantren (Islamic boarding schools), focusing on administrative digitalization, integrating Generative AI (GenAI) into teaching and learning activities, and preserving scholarly traditions. Employing a qualitative case study design, the research involved five purposively selected informants: two administrative staff members, the head of the Pesantren, one instructor of religious subjects, and one instructor of general subjects. Data were collected through semi-structured interviews and document reviews, then analyzed through data condensation, data display, and conclusion verification. The findings indicate that digital technology is more firmly established in administrative functions such as student enrollment, data management, scheduling, and attendance monitoring than in pedagogical practices. GenAI integration remains limited, reflecting concerns about source validity, instructor authority, and the continuity of scholarly traditions. This study proposes a dual-track adaptation framework that distinguishes between digital governance and pedagogical readiness. Theoretically, this framework offers a context-sensitive understanding of digital transformation within the Pesantren environment. Practically, the study underscores the need for more robust data governance, AI literacy for instructors, guidelines for responsible usage, and an integration process that is supervised and aligned with both institutional values and educational objectives.]]>
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