<![CDATA[Digital disruption is transforming how learners acquire, produce, and validate knowledge, while simultaneously posing challenges for character and spiritual development. This study aims to analyze the repositioning of the muallim (educator) role within the philosophy of Islamic education and to formulate a conceptual model that integrates technology with pedagogical, moral, and spiritual functions. Employing a literature-based study with a philosophical approach, the research conducts ontological, epistemological, and axiological analyses of the thoughts of Al-Ghazali and Ibn Miskawayh, alongside contemporary Islamic educational literature. The findings indicate that, ontologically, the *muallim* is an educator of the whole human being, not merely a conveyor of information. Epistemologically, while technology and artificial intelligence expand access to knowledge, they do not replace the processes of verification, role modeling, and value-based guidance. Axiologically, the use of technology must be guided by ethics, responsibility, the common good, and transcendental awareness. Based on this synthesis, the MCHS (Muallim Character Human Spirituality) model is proposed as an integrative framework that positions the *muallim* as a director of technology, a shaper of character, and a spiritual guide within Islamic education in the digital era.]]>
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