<![CDATA[Islamic Religious Education (IRE) plays a strategic role in developing students’ moral character amid social change and digital transformation. This study aims to examine the relevance of IRE to students’ moral development and identify strategies for strengthening the internalization of Islamic values in social and digital contexts. A qualitative approach was employed through library research. Data were collected from scholarly articles and academic literature addressing IRE, moral education, character development, teacher role modeling, habituation, school culture, and digital ethics. Data were analyzed using content and thematic analysis through reduction, categorization, interpretation, and synthesis. The findings indicate that the effectiveness of IRE in moral development depends not only on students’ mastery of religious knowledge but also on value internalization through role modeling, habituation, meaningful experiences, school culture, and support from families and communities. Digital transformation has expanded the contexts in which moral values are practiced, requiring IRE to integrate digital literacy and Islamic ethics into the learning process. This study argues that IRE should be developed as an integrative and contextual form of moral education that connects religious knowledge, value internalization, and behavioral practice in both social and digital environments.]]>
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