<![CDATA[Digital transformation has reshaped higher education, yet intensive digital engagement among Generation Z students does not necessarily translate into academically productive or character-forming practices. This study examined the intersection between digital learning-media use and character development among Generation Z students at an Indonesian university. A mixed-methods approach combined questionnaire data from 356 students selected through stratified random sampling with interviews, focus group discussions, observations, and document analysis involving students and relevant institutional stakeholders. Quantitative data were analyzed descriptively, while qualitative data were analyzed using an interactive model and integrated with documentary evidence. The findings revealed that students’ digital engagement was intensive but predominantly oriented toward entertainment and social interaction rather than academic purposes. Qualitative findings identified five character-related practices within digitally mediated learning: discipline and time management, learning autonomy, academic integrity, critical thinking and problem solving, and virtual collaboration. These practices were shaped by interactions among students’ digital engagement and curriculum, lecturer guidance, academic norms, and institutional culture. The study therefore proposes a Digital Character Education Framework connecting technological opportunities, pedagogical mediation, institutional values, and student agency. The findings suggest that meaningful digital transformation in higher education requires not only technological access but also pedagogical and institutional conditions that support responsible student agency.]]>
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