<![CDATA[The increasing use of digital learning in school has created new opportunities and challenges in managing student diversity, including differences in learning abilities, socio-cultural back-grounds, digital literacy, and religious understanding. In this context, the ethical conduct of Is-lamic Education (PAI) teachers becomes essential in fostering an inclusive and respectful learn-ing environment. This study aims to examine how PAI teachers implement ethical principles in managing student diversity within digital learning settings. Using a qualitative, The findings indi-cate that ethical teaching practices are demonstrated through fair treatment, empathetic commu-nication, respect for individual differences, and the application of differentiated learning strate-gies supported by digital technologies. These practices help teachers address challenges arising from diverse student characteristics while promoting active participation, mutual respect, and equitable learning opportunities. Nevertheless, disparities in technological access and variations in students’ digital competencies remain significant obstacles. This study contributes to the dis-course on ethical and inclusive digital Islamic education by highlighting the role of teacher ethics in effectively managing diversity and enhancing meaningful learning experiences in contempo-rary madrasah settings.]]>
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