Abstrak / Ringkasan
This study investigates how digital literacy and bilingual storytelling can contribute to transformative Islamic education for children of Indonesian migrant workers. Limited access to culturally relevant learning resources often hinders migrant children from receiving holistic Islamic education. To address this challenge, the study develops and explores digital learning resources that integrate bilingual narratives and interactive features designed to enhance engagement and comprehension while preserving religious and cultural values. Using a narrative inquiry approach, data were collected through interviews, observations, and reflective accounts from children, parents, and teachers who engaged with the digital resources. Their stories provide insights into how digital literacy practices shape learning experiences, support bilingual development, and foster family involvement in Islamic education. Findings highlight that bilingual storytelling in digital formats not only improves accessibility and motivation but also strengthens identity formation and intergenerational learning within migrant communities. The study contributes to the discourse on digital literacy and bilingual education by presenting an evidence-based model of how narrative-driven resources can transform Islamic learning. It underscores the importance of technology-mediated storytelling as both a pedagogical tool and a bridge between cultural heritage, language development, and faith-based education in transnational contexts.