Abstract
The development of digital technology and artificial intelligence (AI) has driven significant transformations in educational practices, particularly in enhancing the quality of learning and graduate competencies. Senior high schools are increasingly required to adapt by developing innovative learning practices that integrate digital literacy and AI. However, research on the implementation of digital literacy- and AI-based learning in public and private senior high schools in regional areas, particularly in Gresik Regency, remains relatively limited. This study aims to analyze the development of innovative learning based on digital literacy and AI to improve the quality of graduates from public and private senior high schools in Gresik Regency. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving school principals, teachers, students, and educational stakeholders. The data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings indicate that the integration of digital literacy and AI facilitates the development of learning practices that are more innovative, interactive, flexible, and student-centered. The utilization of these technologies contributes to strengthening students’ critical thinking, creativity, problem-solving skills, and technological adaptability. The findings further demonstrate that the effectiveness of AI utilization is not determined by technology alone but is influenced by teachers’ capacity to integrate technology with pedagogical strategies and learning objectives. Sustaining educational innovation requires collaborative support among schools, government, educators, and the wider community. This study generates an empirical model demonstrating that digital literacy and AI serve as instruments of pedagogical transformation that, through interactive and student-centered learning, contribute to improving graduate quality. The study provides implications for the development of more contextualized and sustainable technology-based learning policies and practices in senior high schools in Gresik Regency.