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Artificial Intelligence and Islamic Religious Education: Integrating Qur’anic Ethical Principles to Foster Responsible Digital Literacy among Muslim Students Ahmad Nabriz; Helene Knudstad; Rahmat Ullah; Ajoy Chandra; Abubaker Kashada
Integrated Education Journal Vol. 3 No. 1: Integrated Education Journal (Jan-Juni)2026
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/iej.v3i1.210

The rapid development of artificial intelligence (AI) has significantly transformed the educational landscape, particularly in how students access, process, and disseminate information in digital environments. This study aims to examine the integration of Qur’anic ethical principles in fostering responsible digital literacy among Muslim students in the era of artificial intelligence. It focuses on key Qur’anic concepts such as tabayyun (verification of information), ethical communication, and responsibility in knowledge acquisition as moral foundations for digital literacy in contemporary education. By integrating these ethical principles with emerging technologies, the study seeks to propose a framework for promoting responsible digital behavior among students, this research employs a library research method using a qualitative approach through systematic analysis of scholarly literature related to artificial intelligence in education, digital literacy, information ethics, and Qur’anic perspectives on knowledge and communication. Data sources consist of peer-reviewed journal articles, books, and academic publications from the last five to ten years. The collected literature was analyzed using content analysis and conceptual synthesis to identify key themes linking AI-based learning environments with Qur’anic ethical teachings relevant to responsible digital engagement, the findings indicate that integrating Qur’anic ethical values provides a strong moral framework for developing responsible digital literacy in AI-supported learning environments. Principles such as tabayyun encourage critical verification of information, while Qur’anic guidance on responsible speech and knowledge fosters ethical digital communication and critical thinking. The novelty of this study lies in proposing a conceptual integration between AI-based digital literacy and Qur’anic ethical epistemology, bridging technological innovation with Islamic ethical values to cultivate morally responsible digital citizen.

Islamic Education and Artificial Intelligence Integration Toward Ethical Governance and Responsible Learning Ecosystems Development Ahmad Nabriz
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i1.35

The rapid advancement of Artificial Intelligence (AI) has transformed educational systems worldwide, creating both unprecedented opportunities and complex ethical challenges for higher education institutions. Within the context of Islamic education, AI integration requires careful consideration of ethical principles, governance mechanisms, and pedagogical objectives to ensure that technological innovation contributes to holistic human development rather than merely improving operational efficiency. This study aims to examine the integration of Artificial Intelligence within Islamic educational systems and explore its implications for ethical governance and responsible learning ecosystem development. Employing a qualitative library research approach concerning AI in education, Islamic educational philosophy, digital ethics, educational governance, and learning ecosystem transformation. The findings indicate that AI technologies can enhance personalized learning, educational accessibility, institutional effectiveness, and knowledge management. However, concerns related to algorithmic bias, data privacy, academic integrity, digital inequality, and ethical accountability remain significant challenges. The study proposes an integrative framework that combines AI innovation with Islamic ethical principles, including amānah (trustworthiness), ‘adl (justice), maṣlaḥah (public welfare), and ḥikmah (wisdom). The novelty of this research lies in developing a conceptual model that systematically connects Islamic educational philosophy, artificial intelligence governance, and responsible learning ecosystem development. The study concludes that sustainable AI integration in Islamic education requires a balance between technological innovation, ethical responsibility, and holistic learner development

Islamic Religious Education and Digital Citizenship: Preparing Muslim Youth for Ethical Participation in the Global Digital Society Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.18

This study aims to examine the role of Islamic Religious Education in preparing Muslim youth for ethical participation in the global digital society and to develop a conceptual framework that integrates Islamic educational values with contemporary digital citizenship competencies. The study employed a qualitative library research approach through a systematic review and thematic analysis of scholarly literature on Islamic education, digital citizenship, digital ethics, character education, media literacy, and youth development published between 2021 and 2026. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international educational guidelines and analyzed using thematic content analysis. The findings reveal that Islamic Religious Education provides a strong ethical and philosophical foundation for digital citizenship through the principles of ta‘lim (knowledge acquisition), tarbiyah (holistic development), ta’dib (ethical formation), akhlaq (moral character), amanah (trustworthiness), and tabayyun (information verification). The study identifies several essential competencies for Muslim youth, including digital literacy, critical media literacy, ethical online communication, responsible digital participation, intercultural understanding, and civic engagement. The novelty of this study lies in the development of the Islamic Digital Citizenship Framework (IDCF), which integrates Islamic Religious Education, digital citizenship theory, digital ethics, character education, and global citizenship into a comprehensive model for preparing Muslim youth to navigate digital environments responsibly. The study concludes that digital citizenship should be understood as a holistic educational process that promotes ethical responsibility, social engagement, and human flourishing in an increasingly interconnected digital society.

The Role of Teaching Materials in Islamic Religious Education and Its Function in Forming Students' Critical Attitudes Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i2.31

This research aims to evaluate the role of teaching materials in Islamic Religious Education (PAI) and their function in forming students' critical attitudes. Effective teaching materials are an important component in the educational process, which not only conveys religious knowledge but also encourages students to think critically and reflectively. The research approach used is qualitative, with data collection techniques through observation, interviews with teachers and students, as well as analysis of teaching materials used in the PAI curriculum. The research results show that well-designed teaching materials, which include reflective questions, case studies, and open discussions, are able to encourage students to develop a critical attitude. However, challenges in implementing these teaching materials include a lack of training for teachers in using teaching materials effectively and limited teaching materials available. Therefore, it is recommended to improve the quality and availability of teaching materials and provide ongoing training for teachers to maximize the potential of teaching materials in forming students' critical attitudes. Thus, PAI teaching materials can be more effective in developing students' critical thinking skills and strengthening their understanding of religious values.

The Future of Islamic Education in Europe: Challenges, Opportunities, and Emerging Paradigms Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i1.20

The future of Islamic education in Europe is increasingly shaped by demographic transformation, cultural diversity, digitalization, globalization, and evolving educational expectations. This study aims to examine the major challenges, opportunities, and emerging paradigms influencing the development of Islamic education across contemporary European societies. The research employs a qualitative library research approach through a systematic review and thematic analysis of scholarly literature including peer-reviewed journal articles, academic books, policy documents, and international reports. The findings reveal that Islamic education is undergoing a significant transition from identity-preservation models toward more integrative approaches emphasizing citizenship education, intercultural competence, digital literacy, ethical development, sustainability, and human centered learning. The study further identifies digital transformation, artificial intelligence, curriculum innovation, teacher professionalization, and social cohesion as key factors shaping future educational development. The novelty of the research lies in the development of the European Islamic Education Transformation Framework (EIETF), which synthesizes Islamic educational philosophy, citizenship education, intercultural learning, digital pedagogy, artificial intelligence, and human-centered education into a comprehensive model for educational transformation. The study concludes that Islamic education possesses substantial intellectual, ethical, and pedagogical resources for contributing to inclusive, democratic, and technologically advanced European societies while preserving its distinctive educational identity

Multidisciplinary Analysis of Islamic Religious Education Development in the Digital Transformation Era Ahmad Nabriz; Ramadan Basher Imhemd; Nail Okuyucu
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v2i2.10

The purpose of this research is to explore the development of Islamic religious education amid digital transformation using a multidisciplinary approach. This study applies a library research method by analyzing classical and contemporary literature. The results show that integrating educational science, communication studies, and Islamic studies enhances curriculum relevance, learning innovation, and moral formation. Digital transformation provides opportunities and challenges that require adaptive educational strategies

Perspectives and Implementation of Multicultural Education: A Comparative Study between Developed and Developing Countries Mukhlis Mukhlis; Ahmad Nabriz; Muhammad Eissawy Abu El Yazid; Muhammad Hasan Basari; Fitri Handayani
Integrated Education Journal Vol. 3 No. 2: Integrated Education Journal (July-Des)2026
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/iej.v3i2.88

This study aims to comparatively analyze the perspectives, policies, implementation, and challenges of multicultural education in developed and developing countries. A qualitative approach was employed using library research, drawing on scholarly journal articles, academic books, educational policy documents, and relevant previous studies. Data were analyzed through comparative content analysis to identify patterns of similarities, differences, challenges, and implementation strategies across the two contexts. The findings indicate that developed countries generally demonstrate more systematic multicultural education policies, stronger institutional support, and better educational infrastructure, yet continue to face social segregation, discrimination, and unequal access to education. Developing countries encounter greater limitations in resources, socioeconomic conditions, and institutional capacity, but demonstrate more adaptive approaches to cultural diversity and local educational needs. The novelty of this study lies in developing a comparative framework that positions structural capacity and contextual adaptation as two key dimensions for understanding the implementation of multicultural education across different national contexts. The findings emphasize that the effectiveness of multicultural education is determined not only by resource availability but also by the capacity of educational systems to integrate diversity values in accordance with local social and cultural contexts. This study contributes to the development of more contextual, inclusive, and responsive multicultural education policies and practices

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