Faith Fragility among University Students in the Digital Era: Behavioral Dimensions, Associated Factors, and Educational Responses

Abstract

Digital technology has reshaped university students’ academic and social experiences, prompting questions about how students sustain Islamic faith amid competing demands, digital engagement, and changing sources of influence. However, the behavioral dimensions of faith fragility in digital contexts are not yet well understood. This study sought to develop a typology of faith fragility among university students from the perspective of Tawhid Rububiyyah, identify associated factors, and formulate faith-strengthening strategies grounded in Hasan al-Banna’s concept of tarbiyah. The study used a descriptive qualitative approach, involving 62 students at Politeknik Negeri Jakarta. Data were collected through questionnaires and direct observation, while a focus group discussion with three Islamic Religious Education lecturers informed the proposed strategies. Data were analyzed using Spradley’s domain, taxonomic, componential, and cultural-theme analyses. The findings identified four dimensions of faith fragility: ritual practice (15.0%), social behavior (27.5%), self-control (37.5%), and religious identity (20.0%), based on 120 recorded behavioral entries. Academic and digital workload, pressure and fear of missing out (FOMO), exposure to digital content, and dependence on oneself and technology emerged as associated factors. Four complementary strategies were proposed: spiritual cultivation, moral education, self-discipline, and Islamic worldview development. The study contributes an exploratory framework connecting Tawhid Rububiyyah, behavioral manifestations of faith fragility, and tarbiyah-based educational responses. This framework may inform more holistic Islamic Religious Education programs, although its applicability and the effectiveness of the proposed strategies require further empirical validation.