Enhancing religious character through a technology-based learning model in boarding school: examining the influence of wellbeing, critical thinking skills, and social skills as moderator variables

Technology-based learning is increasingly integrated into school environments, yet its role in students' moral and psychosocial development remains underexplored. This study investigates the relationship between technology-based learning and students' religious character in Islamic boarding schools, while examining the moderating roles of wellbeing, critical thinking skills, and social skills. A cross-sectional survey was conducted with 259 students from four boarding high schools in Yogyakarta, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that technology-based learning is positively associated with religious character. Wellbeing shows a strong positive relationship with religious character, whereas critical thinking and social skills demonstrate small but significant negative direct associations. Importantly, all three variables wellbeing, critical thinking, and social skills significantly moderate the relationship between technology-based learning and religious character, indicating that the effects of digital learning on character development vary across students' psychosocial profiles. These findings suggest that technology does not uniformly influence character formation but interacts with students' psychological and social resources. Digital learning environments may be most effective when combined with pedagogical approaches that support reflection, dialogue, and student wellbeing. The study contributes to a more nuanced understanding of how technology-supported education relates to character development in faith-based school contexts.