<![CDATA[The moral challenges facing Generation Z and Alpha in Islamic educational institutions are becoming increasingly complex amid rapid digital technology development. This study aims to map the dimensions of moral challenges experienced by students at three educational institutions under the Baitul Aziz Foundation, namely MI, MTs, and SMK Baitul Aziz, to analyze the weaknesses of the existing PAI learning paradigm, and to formulate a model for reconstructing PAI thinking that is responsive to the moral challenges of Generation Z and Alpha. The study employs a qualitative approach with a multiple case study design enriched by a systematic literature review. Data were collected through in-depth interviews, participatory observation, and focus group discussions involving 48 informants. The findings reveal that moral challenges occur across all three educational levels despite MI and MTs having implemented policies prohibiting students from bringing mobile phones to school, proving that digital influence has permeated students' value systems through exposure occurring outside the school environment. Three structural weaknesses of PAI were identified: the dominance of a cognitive-transmissive approach, the irrelevance of content to students' digital realities, and the limited digital pedagogical competence of PAI teachers. In response, this study formulates the PAI-DIGMA Model comprising five integrated dimensions: Digital, Integrative, Generative, Moral, and Applicative]]>
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