From Ta‘lim to Ta‘dib: Reorienting Scientific Authority in Islamic Education in the Era of Artificial Intelligence

Abstract

The rapid development of Artificial Intelligence (AI) presents both opportunities and challenges for Islamic education. This article analyzes the shift in scientific authority resulting from the integration of AI into learning and proposes a solution for reorienting the concept of ta'līm (teaching knowledge) toward ta'dīb (cultivating manners) within the framework of contemporary Islamic education. The research was conducted using qualitative methods through a literature review of classical and contemporary sources (2020–2025), supplemented by a limited survey of Islamic Religious Education (PAI) educators and students. The study results indicate that AI can support ta'līm through the provision of information and adaptive digital tutors, but threatens to undermine teachers' authority as knowledge authorities. Identified risks include increased student dependence on AI, decreased civilized interactions, and the potential for misinformation without teacher guidance. Empirical findings indicate that 89% of students use AI for schoolwork, while 90% feel that AI improves their classroom participation, a paradox that requires caution. The proposed solution is a reorientation toward ta'dīb (religious guidance): teachers return to their role as moral guides (murabbi) who instill ethical values and scientific ethics, while utilizing AI as a pedagogical partner aligned with Islamic values. This reorientation is expected to maintain the spiritual and moral essence of Islamic education amidst the onslaught of AI technology.