<![CDATA[Digital transformation in education requires teachers to learn continuously. However, little is known about how teachers in Indonesian Islamic schools engage in digital continuous professional development (CPD). This qualitative case study explores how teachers in an Islamic girls’ senior high school engage in West Java, Indonesia, engage in digital CPD. Drawing on the digital CPD competence within the European Digital Competence Framework for Educators (DigCompEdu). Six female teachers were purposively selected from a school-wide survey based on their willingness to participate and variation in subject, educational backgrounds, and teaching experience. Data were collected from semi-structured interviews, classroom observations, and digital artifacts. The framework method guided the analysis, using deductive codes from DigCompEdu and inductive codes from the data. Three core themes were identified. First, teachers primarily engaged in informal, self-directed micro-learning via YouTube, TikTok, and generative AI tools, driven by immediate classroom needs. Second, learning was peer-supported which a digitally capable colleague who introduced tools to others, and a subject-teacher group (MGMP) shared a paid digital tool. Third, learning was context-bound which a weekly school routine, faith-based expectations for digital materials, and limited time shaped its content and conditions. The findings add contextual evidence to DigCompEdu by showing how school routines, Islamic values, and time pressure frame digital CPD. School can recognize digitally capable peers as informal trainers and protect learning time within the working day.]]>
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