The educational system in the contemporary era faced emerging challenges such as students’ moral-religious deviances in the context of rapid developments in the digital space. The present study aimed to elucidate the paradigmatic model of students’ moral-religious deviances with an emphasis on teacher agency, cognitive immunization, and digital space in the school environment. This study was conducted using a qualitative approach and a grounded theory design. The statistical population included educational counselors, psychologists, and experienced educational staff of schools in Kohgiluyeh and Boyer-Ahmad and Khuzestan province, from which eighteen individuals were selected through purposive and theoretical sampling until theoretical saturation was reached. Data were collected using the Semi-Structured Interview Form (Researcher, 2026) and analyzed through open, axial, and selective coding approaches. The results showed that role model conflicts, cognitive weaknesses, and media invasion acted as causal conditions, while abandonment in the cyberspace alongside the hidden curriculum served as contextual conditions. Furthermore, in facing intervening conditions such as bureaucratic obstacles, the core category of transitioning from cognitive-value vulnerability to active immunization through the revitalization of teacher educational agency amidst systemic conflicts emerged, which required strategies such as cognitive persuasion and emotion management. It was concluded that the educational system stood at a historical-cognitive turning point, and managing the identity crises of the new generation depended on overcoming passive and directive-based perspectives. Therefore, revitalizing teachers’ agency and repairing the normative gap between family and school played a vital role in creating identity cohesion and preventing value metamorphosis.