ISLAMIC EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: TRANSFORMATION, SHIFTING AUTHORITY, AND DIGITAL ETHICS CHALLENGES

A’imatul Kutbaniyah, Azizatur Rosyiddah, Fudla Afiyati, Muhammad Rizqi Fauzi, Ach Chaidar Ghazy

Abstract


The development of digital technology and Artificial Intelligence (AI) has brought fundamental changes to educational practices, including Islamic education. These changes affect not only the technical aspects of learning but also the epistemological, ethical, and institutional dimensions of Islamic education. This article aims to analyze the opportunities and challenges of integrating digital technology and AI into Islamic Religious Education (PAI) through a literature review and conceptual analysis approach. The findings indicate that digital technology and AI have the potential to enhance the effectiveness, personalization, and inclusivity of learning. Adaptive systems, online platforms, and data-driven analytics enable broader access to educational materials and provide more responsive learning support tailored to students’ needs. However, this integration also presents ethical and epistemological challenges, such as the risk of shifting scholarly authority, technological dependency, algorithmic bias, and the potential reduction of spiritual dimensions and moral character formation. Therefore, the utilization of technology in Islamic education must be guided by the framework of tawhid values, maqāṣid al-sharī‘ah, and digital ethics. Technology should be positioned as a means to strengthen the quality of learning and character development, not as a substitute for the educator’s role in guiding students’ moral and spiritual growth.


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DOI: https://doi.org/10.3059/insis.v0i0.29612

DOI (PDF): https://doi.org/10.3059/insis.v0i0.29612.g15118

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