<![CDATA[Rapid digital transformation has reshaped educational practices worldwide, creating new challenges for character education in Islamic schools. Although previous studies have explored digital learning, curriculum reform, and character education separately, limited attention has been given to how curriculum integration can reconstruct holistic character education in digitally mediated learning environments. This study examines how Islamic schools integrate the Independent Curriculum and the Love Curriculum to strengthen holistic character education. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and curriculum document analysis, which were then analyzed thematically. The findings reveal that digital transformation not only reshapes teacher–student relationships but also complicates the cultivation of moral values within increasingly technology-mediated learning environments. In response to these developments, Islamic schools integrate the pedagogical flexibility of the Independent Curriculum with the value-oriented principles of the Love Curriculum through coordinated curriculum design, teacher collaboration, school culture, and community engagement. As a result, this integration produces a holistic model of character education that combines academic learning, Islamic values, compassion, ethical digital citizenship, and the cultivation of adab. Overall, the study contributes to Islamic education scholarship by extending Biesta’s theory of educational purpose into Islamic contexts, broadening Beane’s curriculum integration theory through the inclusion of academic learning, Islamic values, and school culture, and operationalizing Al-Attas’ philosophy of ta’dīb as a practical framework for holistic Islamic character education in the digital era.]]>
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