<![CDATA[Children's ethical and character development is increasingly undermined by digital-era challenges, including misinformation, cyberbullying, and polarization. This conceptual review proposes the Love Curriculum as an ethical framework grounded in compassion to address this gap. It aims to enhance digital literacy and character formation by integrating spiritual values into digital education. Drawing from Islamic heritage, particularly Al-Ghazali's thought, and humanistic psychology, the curriculum is built on four pillars: love for God, fellow humans, the environment, and the nation. These pillars provide a moral lens for navigating contemporary digital landscapes. Employing a library research method, this study synthesizes literature from Islamic education, humanistic perspectives, and digital ethics. Key classical and modern sources were selected through purposive sampling, systematically reviewed, and analyzed via thematic synthesis. The findings indicate that the Love Curriculum serves as a moral filter that fosters a holistic "love literacy" integrating spiritual, emotional, and cognitive dimensions. This approach complements Indonesia's Merdeka Curriculum by aiming to cultivate a tolerant and empathetic insan paripurna (holistic individual) in virtual spaces, offering practical implications for inclusive education rooted in rahmatan lil 'alamin (mercy for all creation). The study contributes an adaptive conceptual model that underscores the urgency of infusing spirituality into digital literacy education from early childhood through adolescence. Future research should empirically validate the Love Curriculum's effectiveness on children's digital behavior and character across various settings. Exploring specific pedagogical strategies for its four pillars in digital education is also encouraged]]>
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