<![CDATA[Digital asceticism remains under-theorized despite growing concerns over emotional dependency on digital environments, while Islamic concepts such as zuhud and uzlah are still largely treated as normative constructs rather than lived educational practices. Purpose: This study examines how these values are recontextualized as digital asceticism through the hidden curriculum at Pondok Pesantren Babussalam, an Islamic boarding school in Jombang. Methods: A qualitative phenomenological design was employed involving ten female santri and three key informants selected purposively. Data were collected through semi-structured interviews, participant observation, and document analysis over 120 hours of fieldwork, and analyzed using reflexive thematic analysis with iterative coding and triangulation. Findings: Five interrelated themes emerged: zuhud as detachment from digital validation, uzlah as structured routine-based withdrawal, internalization of self-regulation via hidden curriculum practices, emerging mental resilience against digital overstimulation, and rebound effects during periods of unrestricted access. Findings indicate that spiritual routines, role modeling, and peer-based habituation transform external restrictions into internalized self-regulation. Implications: Digital asceticism functions as a pedagogical mechanism for cultivating self-control and resilience, although findings are context-specific and require further cross-institutional validation. Originality: This study advances a phenomenological-theological framework linking classical Islamic ethics with digital behavior regulation through the hidden curriculum in pesantren education.]]>
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