<![CDATA[The rapid advancement of digital technology has transformed learning environments, interaction patterns, and the study habits of students (santri), including those in Islamic boarding schools (pesantren). This shift challenges pesantren with limited digital learning infrastructure, requiring teachers to adapt their instruction to sustain active student participation. This study analyzes the pedagogical challenges related to student motivation and engagement in pesantren in the digital era and examines teachers' pedagogical reorientation amid limited digital facilities. Using a descriptive qualitative approach, data were collected through observations and interviews with teachers and students. The findings show that the challenges include shifts in student character and study habits, boredom with monotonous instruction, fatigue from demanding pesantren activities, diminished attention and focus, behavioral management difficulties, intergenerational differences, and a lack of digital facilities. Teachers have introduced instructional variations, such as discussions and presentations, that give students more room to participate. Pedagogical reorientation should therefore move toward adaptive and interactive models suited to students' conditions, such as educational games, case studies, problem-solving, collaborative learning, and reflection, none of which depend on digital infrastructure. These approaches must be accompanied by communication, mentoring, and the reinforcement of spiritual values, morality (akhlak), and ethics (adab). Ultimately, the relevance of pesantren education in the digital era depends less on technology integration than on teachers' ability to adapt their pedagogy to students' conditions and available resources without compromising pesantren values.]]>
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