<![CDATA[The phenomenon of “brainrot” resulting from the consumption of fast paced, superficial, and repetitive digital content presents a new challenge in higher education, as it has the potential to diminish students’ critical thinking skills, concentration, and the quality of their intellectual reflection. This situation underscores the importance of strengthening digital literacy and a culture of academic discussion as a means of fostering more critical and responsible thinking skills. This study aims to analyze the role of digital literacy and academic discussion in developing students’ critical thinking skills in addressing the phenomenon of “brainrot” from the perspective of Imam Al-Ghazali. The study employs a qualitative approach using library research. Primary data were obtained from the works of Imam Al-Ghazali, namely Al-Munqidh min al-Dalal and Ihya’ ‘Ulum al-Din, while secondary data were sourced from relevant books, scholarly articles, and academic documents. Data collection was conducted through documentary analysis, and data analysis employed a descriptive-interpretive approach. The results of the study indicate that the phenomenon of “brainrot” can be understood as a form of ghaflah (intellectual negligence) that leads to the weakening of the functions of reason, tafakkur, and tahqiq in the process of seeking knowledge. Digital literacy serves as a means of tahqiq through the ability to critically verify and evaluate information, while academic discussion serves as the actualization of tafakkur through scientific dialogue and evidence-based argumentation. This model is expected to serve as an alternative for the development of higher education that is adaptive to technological advancements while remaining grounded in Islamic educational values.]]>
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