<![CDATA[The intensified use of digital media and artificial intelligence (AI) in academic life has expanded students' access to information, but simultaneously increased distraction, attention fragmentation, and cognitive load. This issue is becoming increasingly important in the PTKI environment because the ability to manage technology is not only related to academic success but also to self-regulation, the Islamic meaning of learning, and the etiquette of using AI. This study explores digital cognitive load, academic development, digital self-regulation, the Islamic meaning and etiquette of AI, and the experiences of two students at an Islamic university. The study used an interpretive qualitative approach with a comparative-exploratory case study design. Two students were purposively selected from an Islamic university in Central Java. Data were collected through semi-structured interviews and analyzed using within-case analysis and cross-case reflective thematic analysis. The findings reveal two contrasting but interrelated patterns. In the first case, digital media primarily serves as a source of distraction, characterized by intensive social media use, notifications, academic procrastination, and unstable self-regulation. In the second case, digital technology serves as both a resource and a risk: it supports learning, work, business, communication, information retrieval, and AI use, but it also leads to overload, late-night social media use, conflicting information, and limited source validation. Islamic values such as trustworthiness, patience, gratitude, surrender (Tawakkal), self-reflection (Muhasabah), and politeness toward lecturers emerge as moral sources but have not yet fully formed a consistent digital regulatory system. This study emphasizes the need for integrated digital self-regulation of Islam and AI etiquette to support students' academic development, psychological well-being, and academic responsibility within the digital ecosystem.]]>
