Subhasita: Journal of Buddhist and Religious Studies

Quantum Buddhism as an Ethical Framework for Digital Modernity: Artificial Intelligence, Reflective Consciousness, and Sustainable Human Development

Anis Bajrektarevic — Tue, 28 Jul 2026 00:00:00 +0000

This study aims to analyze the relevance of Buddhist thought in responding to the development of digital technology, artificial intelligence, and the crisis of human development. This study is important because technological advancement not only increases efficiency and computational capacity but also produces social inequality, digital surveillance, cognitive dependence, and ecological pressure. This study employs a qualitative method with a philosophical-critical approach and conceptual analysis. The data were collected through a literature review and analyzed through a critical interpretation of the Buddhist concepts of interdependence, consciousness, change, and causality. The findings show that the main challenge of digital modernity does not lie solely in the increasing sophistication of artificial intelligence but also in the declining human capacity to guide technology through reflective awareness and moral responsibility. The interdependent relationship among humans, technology, and nature causes every technological development to produce social, cognitive, and ecological consequences that subsequently reshape human life. Therefore, the digital crisis constitutes a crisis of consciousness in which computational capabilities develop faster than the human capacity to evaluate their purposes, limits, and impacts. This study contributes to the development of technology ethics and sustainability-oriented AI governance. Its originality lies in the formulation of Quantum Buddhism as an ethical-philosophical framework for reflective, ecological, and intergenerational human development.

Digital Humor as a Counter-Narrative to Radical Discourse: The Representation of Moderate Islam on the NU Garis Lucu Account

Dzulrizkia Rasyida, Wawan Hernawan, Busro Busro — Tue, 28 Jul 2026 05:26:29 +0000

This study analyzes the forms and strategies of digital humor, the ways humor delegitimizes radical discourse, and the processes through which the NU Garis Lucu account (@NUGarisLucu) constructs and negotiates representations of moderate Islam on X. This research is important because digital spaces continue to facilitate the circulation of exclusive and provocative religious narratives that promote singular claims to truth. The study employed a qualitative approach and qualitative content analysis to examine 103 items, including text-based posts, memes or images, short videos, replies, and quote posts published between September 2025 and February 2026. The researchers collected the data through nonparticipant observation and online documentation. They analyzed the account’s content and the accompanying audience responses by applying Stuart Hall’s Theory of Representation, particularly the processes of encoding, decoding, and meaning negotiation. The findings show that the account uses satire, irony, popular language, symbols of digital culture, and interactive features to delegitimize fanaticism, intolerance, judgmental attitudes, and singular claims to truth without attacking personal or group identities. At the same time, the account normalizes tolerance, openness, dialogue, humility, balance, and communication ethics as everyday religious practices. Audience responses reflect dominant, negotiated, and oppositional readings, which demonstrate that users do not produce the meaning of moderate Islam through a one-way process. This study conceptualizes humor as representational de-escalation that reduces communicative tension and weakens the symbolic legitimacy of extremist discourse, although it does not directly demonstrate changes in audience behavior. The study contributes to the broader application of Stuart Hall’s Theory of Representation by showing that meaning production on social media operates through linguistic, multimodal, affective, interactive, and circulatory processes.

From Contemplation to Pedagogy: A Three-Level Mettā Model in the Karaṇīya Mettā Sutta

Erma Widyastuti, Sukarti Sukarti — Tue, 28 Jul 2026 00:00:00 +0000

The dominance of cognitive orientation in modern education limits attention to students’ character development, empathy, and emotional maturity. This study analyzes the teaching of mettā in the Karaṇīya Mettā Sutta and formulates its relevance as an ethical-pedagogical foundation for loving-kindness-based education. The study employed a qualitative approach through a literature review of the Karaṇīya Mettā Sutta in the Sutta Nipāta, academic books, and relevant journal articles. The findings show that mettā operates at three interconnected levels. At the intrapersonal level, mettā develops self-awareness, emotional regulation, humility, and moral consistency. At the interpersonal level, mettā guides nonviolent communication, respect for dignity, nondiscriminatory treatment, and restorative conflict resolution. At the institutional level, educational institutions translate mettā into curricula, disciplinary practices, protection mechanisms, and inclusive school cultures. This study contributes to the strengthening of character education and the creation of educational environments that support emotional well-being. Its originality lies in the formulation of a three-level mettā pedagogy model that connects inner development, educational relationships, and institutional governance.

Fear of Missing Out and Flexing as Manifestations of Digital Taṇhā: A Buddhist Framework for Understanding Digital Suffering

Tue, 28 Jul 2026 00:00:00 +0000

The development of social media has intensified the phenomena of fear of missing out (FOMO) and flexing, which affect individuals’ inner peace and psychological well-being. This study analyzes FOMO and flexing as forms of digital suffering from the perspective of Buddhist teachings and formulates alternative approaches to addressing these phenomena based on the Dhamma. This study employs a qualitative approach and a literature review method. The study draws its data from Buddhist texts, particularly the Suttas, and contemporary scientific literature. The researchers analyzed the data through thematic content analysis and conceptual interpretation. The findings show that FOMO and flexing represent contemporary manifestations of taṇhā, particularly kāma-taṇhā, which focuses on sensory pleasure, and bhava-taṇhā, which drives the desire for social recognition. Issā, māna, and the tendency to compare oneself with others further intensify both phenomena. This study confirms that mindfulness, sense restraint, an understanding of anicca, and the cultivation of inner contentment can break the cycle of digital suffering. In practical terms, these findings provide an ethical and spiritual framework for developing Buddhist-based digital literacy. The originality of this study lies in its integration of the concept of taṇhā with the dynamics of FOMO and flexing as distinctive patterns of suffering in digital society.

Integration of Sīla, Samādhi, and Paññā into Character Education for Generations Z and Alpha in the Digital Era

Hariyati Nimitta, Mujiyanto Mujiyanto, Partono Partono — Tue, 28 Jul 2026 08:21:19 +0000

This study analyzes the relevance of Buddhist value-based character education to the character development of Generations Z and Alpha in the digital era. The study employed a qualitative design and a literature review method. The data came from the Tipiṭaka, particularly the Sigālovāda Sutta, as well as relevant books and journal articles. The study applied thematic content analysis to identify, classify, and synthesize the principles of Buddhist character education. The results show that sīla, samādhi, and paññā form a complementary structure of character development. Sīla provides the foundation for digital ethics by regulating speech, conduct, and social responsibility. Samādhi strengthens the regulation of attention, emotions, and digital device use, whereas paññā develops ethical literacy by enabling individuals to assess the accuracy of information, risks, digital footprints, and moral consequences. The internalization of these three values requires collaboration among families, formal schools, and Buddhist Sunday Schools through value introduction, role modeling, habituation, and reflection. The findings emphasize the need for a Buddhist character education model that responds to the realities of digital life. The originality of this study lies in its integration of the three Buddhist trainings, the relational ethics of the Sigālovāda Sutta, and collaboration among three educational environments as a framework for developing the character of digital generations.