Abstract
The digital era has transformed educational practices, communication patterns, and students' character development, creating new challenges for parents and teachers in Islamic education. This article aims to analyze the challenges faced by parents and teachers in educating children in the digital age and to offer the perspective of Islamic education as a foundation for strengthening character development. This study employs a library research method using a descriptive-analytical approach by examining scholarly literature, Bronfenbrenner's ecological systems theory, and normative Islamic sources, namely the Qur'an and Hadith. The findings indicate that Islamic education in the era of digital disruption requires an adaptive, integrative, and contextual paradigm that integrates the values of tawhid, morality (akhlaq), and digital literacy. Parents face challenges arising from the digital literacy gap between digital immigrants and digital natives, the erosion of moral values due to exposure to digital media, and the dilemma of balancing parental supervision with children's autonomy. Meanwhile, teachers encounter challenges related to the shifting of religious authority caused by digital media, the declining essence of the talaqqi learning method, and the need to cultivate digital ethics through the practice of tabayyun (information verification), the prevention of cyberbullying, and the promotion of academic integrity in the use of artificial intelligence. Therefore, strong collaboration among families, schools, and society is essential for nurturing a generation with strong moral character, spiritual integrity, and the ability to use digital technology responsibly in accordance with Islamic values.