<![CDATA[Digital transformation has shifted the moral and religious landscape of younger generations, creating new challenges for character education in vocational schools. This study aimed to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character amidst digitalization. A qualitative case study design was implemented at SMK Negeri 1 Kabupaten Bungo involving three PAI teachers, 12 students, one vice principal, and one counselor. Data were collected through in-depth interviews, participatory observation, and document analysis. Thematic analysis revealed four primary roles of PAI teachers: (1) moral exemplars in physical and digital spaces, (2) facilitators of critical religious media literacy, (3) integrators of Islamic values in vocational activities, and (4) collaborators in school-home-community character ecosystems. Findings indicate that the effectiveness of religious character formation depends on teachers’ pedagogical-digital competence, institutional policy support, and consistent value reinforcement. Key challenges include algorithmic distraction, teachers’ digital competency gaps, and weak cross-subject character program synchronization. This study recommends strengthening digital Islamic pedagogy, TPACK-religious teacher training, and structured hidden curriculum development. The research contributes by mapping adaptive PAI teacher strategies in vocational contexts and providing an operational framework for digital-era character education.]]>
