<![CDATA[Objective: This study examined how the integration of Christian faith values within digital literacy contributes to student behavior at SMA Kristen Eben Haezar Manado. Method: The study employed a quantitative associative survey involving 180 Grade 10 students. Data were collected using two validated and reliable questionnaires, consisting of 18 items for faith-value integration in digital literacy and 25 items for student behavior. The data analysis included descriptive statistics, Pearson correlation, tests of regression assumptions, and simple linear regression. Results: A positive and statistically significant relationship was identified between the two variables (r = 0.645, p < 0.001). The regression coefficient was 0.676 (t = 11.255, p < 0.001), and the coefficient of determination was R² = 0.416. Accordingly, faith-value integration in digital literacy accounted for 41.6% of the variation in student behavior, whereas 58.4% was associated with factors outside the model. Novelty: This research empirically combines Christian faith values, digital literacy, and student behavior in a single quantitative model situated in a Christian senior high school. The findings suggest that digital literacy in Christian education can extend beyond technical ability by incorporating ethical and spiritual formation. Practically, the findings provide an evidence-based basis for Christian schools and teachers to integrate faith-based values such as responsibility, self-control, respect, and ethical decision making into digital literacy practices to support students’ responsible behavior in digital environments.]]>
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