<![CDATA[This study aims to formulate a philosophy of Christian Religious Education (CRE) that engages critically and constructively with the philosophical structure of the digital ecosystem inhabited by Generation Z, in order to develop a framework for character formation that is not merely technically adaptive but rooted in deep ontological, epistemological, and ethical inquiry. Existing studies on CRE and Generation Z have largely remained at the level of digital media-based learning strategies, with limited attention to the philosophical tensions between classical/contemporary CRE and the internal logic of the digital ecosystem. This study employs a qualitative method with a library research design, applying a philosophical-hermeneutical approach and dialectical-conceptual analysis across five domains: (1) faith epistemology versus algorithmic epistemology; (2) the philosophy of presence/koinonia versus disembodied digital relationships; (3) imago Dei versus performative, layered digital identity; (4) classical spiritual disciplines versus the digital attention economy; and (5) vertical pedagogical authority versus peer-to-peer/influencer culture. The findings indicate that an adequate response lies neither in outright rejection nor uncritical accommodation of the digital ecosystem, but in creative reformulation, yielding five new theoretical constructs: counter-epistemology, layered hybrid theological presence, a pedagogy of divine recognition, spiritual discipline as communal resistance, and relational-verified authority. These five formulations affirm that a CRE philosophy responsive to Generation Z is one that engages contextually with theological confidence, rather than sacrificing depth for digital relevance. The study recommends further empirical research to test the application of these formulations in the practice of Christian education within churches and Christian educational institutions.]]>
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