Technology's quick development has drastically changed how education is taught, especially for Generation Z (Gen Z) pupils, who are digital natives and extensively rely on technology for learning. This study investigates how English teachers adapt to the distinct learning preferences of Gen Z students by incorporating and mastering technology into their lessons. Data were gathered using a qualitative research approach at SMK Islamic Center Baiturrahman through document analysis, classroom observations, and interviews with English teachers. The results show that educators use various technology tools to improve student engagement, including projectors, smartphones, online learning environments (like Google Classroom and E-Class), and interactive apps (like Kahoot and Quizizz). The survey also shows that teachers encounter several difficulties, such as restricted access to technology, lessons that require more time to prepare, and the requirement for additional digital literacy training. Teachers use techniques including self-study, attending workshops for professional development, and peer collaboration to get past these challenges. Although technology has improved student interest and instructional efficacy, the study concludes that ongoing assistance and training are necessary to maximize its incorporation in English language instruction. This study adds to the continuing conversation about digital pedagogy and offers suggestions for improving English language instruction in the digital age.

Keywords: Digital Learning, English Teacher, Generation Z, Technology Integration