<![CDATA[Islamic character education faces dual challenges in the digital era: a moral crisis among youth and digital transformation risking the reduction of education to sterile information transmission without transformative dimension. Despite narrative's strong roots in Islamic pedagogy through Qur'anic qisas, no comprehensive theoretical framework explains how narrative thinking systematically shapes moral character. This article develops the "Narrative Thinking as Moral Architecture" framework through theoretical synthesis integrating narrative cognition theory (Bruner), moral development theories (Kohlberg, Rest), social constructivism (Vygotsky), and classical Islamic pedagogical traditions (Al-Ghazali, Ibn Khaldun). A systematic literature review of current research identified significant gaps: minimal systematic integration of Western theories with Islamic traditions in story-based learning. The resulting framework comprises three architectural levels: (1) Foundation (Narrative Comprehension)—activating empathy and moral imagination through story comprehension; (2) Construction (Moral Schema Building)—moral reflection and value internalization through dialogue and discussion; (3) Completion (Character Actualization)—behavioral transformation and sustainable moral identity formation. Each level articulates specific cognitive-affective mechanisms integrated with Islamic concepts (aqidah, syariah, akhlaq). This framework contributes theoretically by synthesizing separate scholarly traditions and generates practical implications for curriculum design and pedagogical practice in Islamic character education in the digital age]]>
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