<![CDATA[Spiritual education in pesantren is commonly described through religious routines, teacher exemplarity, moral discipline, or particular devotional programs. Such studies are important, yet they often leave one analytical question unresolved: how do repeated practices become an internal spiritual orientation rather than merely supervised religious compliance? This article develops a transformative spiritual education model that integrates exemplarity, habituation, and santri religious experiences. The study uses an integrative literature review. Recent peer-reviewed studies on pesantren, Islamic character education, spiritual leadership, Sufi curricula, habituation, and religious internalization were compared with foundational works on social cognitive learning, experiential learning, transformative learning, and Islamic moral education. The synthesis identifies six connected mechanisms: value modeling, embodied habituation, meaningful religious experience, reflective meaning-making, value internalization, and spiritual transformation. The main conceptual finding is that exemplarity and habituation create pedagogical conditions, but they do not by themselves demonstrate transformation. Transformation becomes more plausible when santri interpret religious experience, connect practice with personal meaning, and progressively regulate conduct beyond external surveillance. The novelty of the article lies in shifting the analytical focus from the frequency of religious routines to the mechanism through which routines are interpreted and internalized. The proposed model offers a conceptual basis for designing, evaluating, and empirically testing spiritual education in pesantren]]>
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