<![CDATA[This study reconstructs Imam al-Ghazali's character education thought through the tri-center framework (family, school, and society) as a conceptual proposition responding to contemporary moral challenges such as digital disruption and value fragmentation. Employing qualitative library research, the study applies thematic content analysis to three primary works—Iḥyā' 'Ulūm al-Dīn, Ayyuhā al-Walad, and Bidāyat al-Hidāyah—via paragraph-level close reading, open-to-axial coding that separates pedagogical methods from core values, and interpretive mapping onto the three educational arenas. The findings identify three methods (ta'wīd/habituation, uswah/role modeling, mujāhadah/spiritual struggle) and two core values (adab and amānah), revealing an implicit ecological logic: the family initiates moral habituation, the school systematizes ethical instruction under the teacher as murabbī, and society reinforces or undermines prior moral learning. The novelty lies in systematically operationalizing al-Ghazali's classical concepts within the tri-center architecture, a mapping not previously attempted. Theoretically, this study bridges classical Islamic pedagogy and contemporary educational ecology; practically, it offers a propositional basis—pending expert validation and empirical testing—for Islamic education policy development.]]>
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