Dinda Febrianti Putri

The growing reliance on digital learning in higher education has exposed a critical challenge: expanding technology use does not necessarily translate into meaningful learner engagement, inclusive participation, or sustainable learning practices. Accordingly, this study examines how digital pedagogy, inclusive digital access, and institutional support interact to shape technology-enabled learning in Islamic higher education. A qualitative instrumental case study involved nineteen institutional leaders, lecturers, and students. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and institutional document analysis, and analysed using open, axial, and selective coding. The findings reveal three interconnected dimensions. First, interactive digital pedagogy enhanced learner engagement through collaborative learning, reflective questioning, and continuous feedback. Second, equitable digital access supported inclusive participation through stable internet connectivity, digital literacy, and accessible learning platforms, reducing barriers to discussion, collaboration, and assignment completion. Third, institutional support strengthened digital learning sustainability through standardised Learning Management System (LMS) procedures for course management, learning documentation, assessment, and academic continuity. Overall, meaningful digital transformation depends on the interaction of pedagogical practices, equitable digital access, and institutional governance, not technology adoption alone. The study provides empirical evidence and practical implications for strengthening digital pedagogy, improving accessibility, and developing institutional policies for sustainable digital learning

Educators’ performance in Pesantren is often measured by the salaries they receive. The salaries of educators and administrative staff at Pesantren are often below the minimum wage. Thus, work motivation arises not from the fulfilment of biological needs, but from the operation of higher values of life’s meaning. This research aimed to understand the forms of pesantren-based work motivation and the factors that shape it. The research employed a qualitative approach with a phenomenological design to explore the forms of motivation rooted in Pesantren values that influence the commitment to work of teaching and educational staff. Data were collected through in-depth interviews, participatory observation, and document analysis in traditional Pesantrens in East Java. Data analysis was carried out using MAXQDA. The research results showed that the forms of Pesantren-based work motivation consisted of ruhul jihad, sincerity of intention, management of responsibility, self-control, and spirit of service. The research results also showed that the factors that form Pesantren-based work motivation consisted of qasd al-Amal (intention to work), vertical and horizontal balance, tabarrukan, career sustainability and job security, and interpersonal connectedness. These values, deeply embedded in the Pesantren environment, contribute to a strong work commitment that is intrinsic and enduring.