<![CDATA[This study examines how deep-learning pedagogy in Islamic Religious Education creates opportunities for religious character formation among Generation Z students. Using a qualitative case-study design, data were collected from 20 purposively selected students, teachers, administrators, and parents through semi-structured interviews, participatory classroom observations, and document analysis. The data were thematically analyzed with NVivo 12 Pro. The findings show that teachers integrated mindful, meaningful, and joyful learning through reflective journaling, contextualized discussion, storytelling, collaborative projects, and problem-solving. These practices encouraged reflection, dialogue, active participation, contextual meaning-making, and the application of Islamic values in everyday life. Religious-character formation emerged as a gradual, context-dependent process enabled by teacher planning, institutional support, curriculum coordination, and social interaction, rather than as an immediate consequence of knowledge transmission. The study's originality lies in proposing a pedagogical pathway linking educational conditions, learning design, student meaning-making, and opportunities for character formation. It contributes a context-sensitive framework for understanding how deep-learning pedagogy can support moral agency, spiritual resilience, and ethical conduct, while informing teacher development, curriculum design, and future longitudinal and multisite research across contemporary Islamic education.]]>
