<![CDATA[The rapid development of digital technology has transformed students' learning patterns, social interactions, and behavioral practices in modern schools. The increasingly intensive use of gadgets offers significant benefits by facilitating access to information and supporting learning activities. However, it also presents challenges to students' moral development, including declining communication ethics, reduced learning discipline, weakened social responsibility, and greater exposure to inappropriate digital content. These challenges necessitate a reorientation of Islamic Religious Education (PAI) to move beyond the mere transmission of religious knowledge toward the internalization of Islamic moral values that are relevant to the digital era. This study aims to analyze the dilemma of gadget use in relation to students' moral development and to formulate the direction of reorienting Islamic Religious Education in modern schools. The study employs a qualitative approach using the library research method by examining scholarly literature, educational regulations, and studies on Islamic education and digital literacy. The findings indicate that the reorientation of Islamic Religious Education should emphasize the integration of digital moral education, the strengthening of digital literacy based on Islamic values, the implementation of contextual learning models, teachers' role modeling, and collaboration among schools, families, and communities in fostering a character-oriented digital culture. Therefore, Islamic Religious Education in the digital era is expected to produce students who are not only digitally competent but also possess noble character, critical thinking skills, and strong moral responsibility in both digital and real-life environments.]]>
