Students are the next generation of the nation. They need to have a tough and strong character because later they will face fierce and complex world competition. However, the students of the strawberry generation have a weak character, so that they are easily stressed, trapped in their comfort zone with massive technological developments, and enjoy self-healing. Of course, this is a serious problem. Therefore, the students of the strawberry generation need resilient character education that can turn them into resilient in facing problems and adversity. Buya Hamka's educational thinking is relevant to be used to educate a fragile generation to be able to be resilient. The purpose of this study is to analyse Buya Hamka's educational thinking in resilient character education curriculum for the strawberry generation. The curriculum components analysed through Buya Hamka's educational thinking are aspects of educational objectives, educational methods, and relevant educational evaluations to form resilient characters in the strawberry generation. This study uses a literature review method with a critical analysis approach. There are two types of data sources, namely primary data sources derived from books by Buya Hamka, such as Tafsir Al-Azhar, Akhlakul Karimah, Filsafat Hidup, Pandangan Hidup Muslim, and other books by Buya Hamka. The secondary sources come from various journals that discuss the idea of resilient character education. The technical data analysis was carried out by comparing and criticizing Buya Hamka's thinking on the formation of resilient characters that are relevant to the educational needs of the strawberry generation. Research findings indicate that Buya Hamka's educational philosophy focuses on developing students' spiritual, intellectual, and social aspects. By emphasizing these three aspects, education can cultivate resilient characters. Buya Hamka's proposed learning methods, such as discussions, experiments, educational tours, and recitations, provide students with engaging and participatory learning experiences. These methods are relevant and effective in training Generation Strawberry students to be resilient in the face of life's challenges. Buya Hamka's educational evaluation approach is holistic, value-based, and sustainable, assessing the effectiveness of resilient character development. Based on the research result, it is recommended that the educational curriculum for the strawberry generation students to be able to integrate resilient character education, namely using the educational curriculum design concept from the perspective of Buya Hamka with his participatory learning approach, further research is needed to deepen the analysis and explore the implementation of this curriculum design in various school educational institutions.