How Sufism-Based Pesantren Education Shapes Moral Identity and Resilience Against Radicalisation Among Young Muslims in Indonesia’s Digital Era

Muhamad Imam Pamungkas (Universitas Islam Bandung)
Andre Iman Syafrony (Coventry University)
Md. Nazmul Islam (Daffodil International University)

International Journal of Educational Narratives
Vol. 4 No. 4 (2026)

Background. The radicalisation of young Muslims in the digital era has become increasingly complex due to the rapid dissemination of ideological narratives through digital platforms. While previous studies have examined digital radicalisation, pesantren education, and Sufism separately, limited attention has been given to how Sufism-based pesantren education contributes to developing young Muslims' moral identity and ideological resilience against radical ideologies. Purpose. This study aims to analyse how Sufism-based pesantren education shapes moral identity and ideological resilience as a conceptual mechanism for preventing radicalisation among young Muslims in Indonesia's digital era. Method. This study employed a qualitative library research approach. Relevant literature on pesantren education, Sufism, Islamic education, digital radicalisation, religious moderation, and digital literacy was collected from authoritative academic sources and analysed using descriptive thematic analysis to identify conceptual patterns and relationships. Results. The findings demonstrate that Sufism-based pesantren education contributes to preventing radicalisation through the internalisation of core Sufi values, particularly muhasabah (self-introspection), muraqabah (awareness of Allah's supervision), tawadhu' (humility), sabr (patience), mahabbah (love), and self-control. These values are cultivated through character education, moral habituation, exemplary leadership of kiai, dialogical teacher–student relationships, and communal life within pesantren. The internalisation of these values strengthens students' moral identity, which subsequently develops ideological resilience characterised by critical judgement, moderation, empathy, and resistance to extremist narratives in digital environments. Conclusion. This study proposes that Sufism-based pesantren education should be understood not merely as religious instruction but as a holistic educational framework that integrates moral-spiritual formation with digital literacy to strengthen young Muslims' resilience against digital radicalisation. These findings contribute a conceptual model linking Sufi values, moral identity, ideological resilience, and radicalisation prevention within contemporary Islamic education.