Character Education in the Digital Era: A Systematic Literature Review of Models, Methods, and Cultural Contexts

Abstract

The acceleration of digital transformation in education has reshaped the contours of character education globally. This study aims to systematically review the evolving models, methods, and cultural contexts of character education in the digital era. Through a structured literature review of 80 peer-reviewed articles published in the past decade, this research examines how digital tools and pedagogical innovations influence the moral development of learners in diverse settings.

The study employed the PRISMA framework, conducting searches across major academic databases using predefined keywords, with inclusion and exclusion criteria set to ensure methodological rigor. Data were extracted, analyzed, and categorized into thematic domains using qualitative synthesis techniques and tabulated in a multi-stage framework.

Findings revealed five major themes: the use of digital platforms in value transmission; implementation of hybrid/blended character education models; integration of cultural and religious values in pedagogy; promotion of inclusivity and multiculturalism in moral education; and the emergence of Islamic-integrative character frameworks. These themes illustrate a shift from traditional moral instruction to more personalized, interactive, and context-sensitive approaches. Moreover, the convergence of digital literacy and character formation is increasingly seen as essential in preparing ethically grounded digital citizens.

This review concludes that while digital transformation offers new opportunities for strengthening character education, critical gaps remain—especially in affective outcome evaluation and culturally nuanced pedagogical design. The study offers a timely contribution to global education discourses and provides guidance for future research, curriculum reform, and policy innovation.