<![CDATA[This study examines the influence of tazkiyat al-nafs on digital anxiety among Muslim secondary-school students. It employed a quantitative explanatory design with a cross-sectional survey involving 326 students selected through multistage stratified random sampling. Data were collected using a tazkiyat al-nafs scale and a digital anxiety scale covering self-evaluation, awareness of divine supervision, remembrance of God, self-control, patience, gratitude, ethical responsibility, fear of missing out, connection overload, approval anxiety, and online vigilance. The data were analyzed using descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modelling. The results showed that tazkiyat al-nafs had a significant negative effect on digital anxiety, with a standardized coefficient of -0.48 and p < 0.001. The model explained 31% of the variance in students’ digital anxiety. Self-control, ethical responsibility, patience, and spiritual awareness emerged as the strongest protective dimensions. These findings indicate that Islamic spiritual pedagogy can strengthen students’ emotional regulation, digital resilience, and responsible technology use. The study recommends integrating muhasabah, muraqabah, dhikr, patience, gratitude, digital ethics, and counselling into Islamic Religious Education. This approach should complement digital literacy and professional mental health services in schools. Future research should employ longitudinal designs and test mediating roles of self-control, resilience, and social support.]]>
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