<![CDATA[Character education has become a significant challenge in the digital era, where students are exposed to massive information flows, social media, and various online behaviors that may undermine moral values, such as misinformation, cyberbullying, and digital hedonism. This study aims to analyze the relevance and implementation of Ali Abdul Halim Mahmud’s concept of tarbiyah khuluqiyah in strengthening character education in the digital age. Tarbiyah khuluqiyah emphasizes the formation of malakah, or enduring character, which arises from the internalization of faith and moral values rather than mere theoretical knowledge transfer. The four main pillars of morality examined in this study are hikmah (wisdom), courage, iffah (self-restraint), and justice, which provide a moral foundation for addressing contemporary challenges. This research employs a qualitative approach with library research, drawing on Mahmud’s At-Tarbiyah Al-Khuluqiyah as the primary source, supported by literature on character education, Islamic ethics, and digital phenomena as secondary sources. Data were analyzed descriptively and analytically, including understanding the moral concepts, contextualizing these values in the digital era, and exploring methods for internalizing values through exemplary role models (qudwah hasanah), a conducive environment (biah shalihah), and early sexual education (tarbiyah jinsiyah). The findings indicate that the values of tarbiyah khuluqiyah can serve as both a conceptual and practical framework for building critical digital literacy, self-control, divine awareness, and accountability for digital traces. The implementation of value-internalization methods creates an adaptive educational environment, fostering students’ character development with integrity, wisdom, and responsibility amid the dynamics of information technology. These results underscore the relevance of Mahmud’s classical thought in the context of modern and digital character education.]]>
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