<![CDATA[Digital transformation has created both opportunities and challenges for strengthening students’ character development. Advances in technology, digital media, and Artificial Intelligence (AI) have expanded access to knowledge; however, they have also generated ethical concerns, including the misuse of technology, declining academic integrity, the spread of disinformation, and weakened moral responsibility. This study aims to analyze Muhammad Natsir’s educational thought, identify the character values embedded within his educational philosophy, and formulate a model for reactualizing his educational ideas to strengthen students’ character in the digital era. This research employed a qualitative approach using a library research design. Data were collected from Muhammad Natsir’s major works, scholarly books, journal articles, and relevant policy documents, and were analyzed using content analysis. The findings reveal that Muhammad Natsir’s educational philosophy is grounded in the paradigm of tawhid, which integrates knowledge, morality, and social responsibility into a unified educational framework. The character values identified include religiosity, integrity, trustworthiness, honesty, discipline, responsibility, diligence, independence, social concern, leadership, religious moderation, and critical thinking. As its principal conceptual contribution, this study proposes the Model for the Reactualization of Muhammad Natsir’s Educational Thought, which is built upon five interrelated pillars: the paradigm of tawhid, the concept of the digital murabbi, the integration of knowledge, morality, and technology, tawhid-based digital literacy, and a collaborative ecosystem involving schools, families, and communities. This model provides a conceptual framework for strengthening students’ character that is responsive to digital transformation while preserving moral and spiritual values.]]>
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