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Type of the article: Research ArticleAbstractProfessional performance of teachers is a crucial aspect of the education system. Therefore, this study aims to investigate the effects of digital learning and local wisdom on teachers’ professional performance in the context of the mediation of Islamic teaching competence. The study participants included 425 Indonesian madrasah teachers. The data were collected in 2025 through questionnaires on a Likert scale. With the support of descriptive and correlational matrices, the data analysis employed structural equation modeling. The results indicated that digital learning has a direct effect on professional performance (γ = .19, p = .01), local wisdom has s direct impact on professional performance (γ = .23, p = .01), and Islamic teaching competence directly affects professional performance (β =.37; p = .01). Further, digital learning directly influences Islamic teaching competence (γ = .36, p = .01); similarly, local wisdom also directly affects Islamic teaching competence (γ = .19; p = .01). Additionally, Islamic teaching competence indirectly transmits digital learning and local wisdom on professional performance (β = .13, .07; p = .01). This evidence offers a novel empirical model for understanding how digital learning and local wisdom impact teachers’ professional performance through Islamic teaching competency. This is a new insight worthy of critical, in-depth, and comprehensive further discussions, along with input for school practitioners (management) to enhance teacher professional performance by leveraging digital learning, local wisdom, and Islamic teaching competence.
Subandi et al. (Thu,) studied this question.