Journal Details
The development of Society 5.0 has brought fundamental changes in the ways people learn, relate, and form character. Children grow within digital environments marked by information overload, social acceleration, and value pluralism that often conflicts with Christian faith values. In this context, Christian Religious Education (CRE) faces serious challenges, including value crises, fragmentation of meaning, and the tendency to reduce faith education to technical and cognitive pedagogical activities. This article examines theological axiology as a normative foundation for character education in Christian Religious Education within the context of Society 5.0, positioning the integration of cognitive, behaviorist, and constructivist learning theories as strategic pedagogical variables. Employing a qualitative-descriptive approach, this study draws on literature in theological education, Christian philosophy of education, learning theories, virtue ethics, and biblical studies, and is strengthened by contextual data from international research reports. The findings indicate that character education in Christian Religious Education cannot be reduced to methodological effectiveness or technological adaptation alone, but must be rooted in formative theological values and embodied through a synthesis of learning theories that address cognitive understanding, habitual practices, and the formation of faith-based meaning. The article argues that theological axiology plays a decisive role in shaping the direction, content, and purpose of character education, ensuring its faithfulness to Christian beliefs and its relevance within the context of Society 5.0.