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All Journal Journal Emerging Technologies in Education International Journal of Educational Narratives
Ali Mufron
Institut Agama Islam Attarmasi Pacitan

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Ethics of AI Tutors: Balancing Automation and Human Interaction in Education Ali Mufron; Ethan Tan; Ava Lee
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2895

Abstract

Background. Artificial intelligence tutors are increasingly adopted in education to enhance efficiency, personalization, and accessibility. Despite their widespread use, ethical concerns related to reduced human interaction, moral responsibility, and learner well-being remain insufficiently addressed. Purpose. This study aims to examine the ethical implications of AI tutors by analyzing how automation can be balanced with meaningful human interaction in educational settings. Method. The study employs a qualitative descriptive approach using secondary statistical data, document analysis, and case study examination. Data are analyzed thematically to identify ethical patterns related to automation, human roles, and institutional governance. Results. The findings indicate that AI tutors effectively support structured learning activities but are limited in relational and emotional engagement. Educators perceive AI tutors as supplementary tools, while ethical responsibility is often managed informally due to the absence of explicit institutional guidelines. Conclusion. The study concludes that ethical integration of AI tutors requires intentional balance, where automation enhances efficiency and human interaction preserves educational values. The novelty of this research lies in its integration of ethical theory and educational practice to conceptualize AI tutors as complementary rather than substitutive agents within human-centered learning environments.
Religious Deradicalization, Inclusivism and Multiculturalism: A Critical Analysis of Islamic Boarding School Education in the United States Ali Mufron
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3491

Abstract

Background. Religious radicalism in the United States poses a significant challenge in a multicultural society, where diverse religious and cultural identities coexist. Radical interpretations of religious teachings can lead to intolerance and threaten social cohesion. Purpose. This study examines the role of education and interfaith engagement in preventing religious radicalism and promoting tolerance. Method. A qualitative approach was employed using literature analysis and conceptual review of deradicalization programs. Data were collected from academic publications, policy documents, and reports related to religious education, multiculturalism, and interfaith dialogue in the United States. Results. The findings show that inclusive education and interfaith communication effectively reduce radical narratives and strengthen mutual understanding. Educational institutions, including Islamic boarding schools and community-based organizations, have implemented models that emphasize dialogue, cultural awareness, and respect for diversity. Conclusion. Educational collaboration and multifaith engagement are key strategies for preventing radicalism and strengthening social cohesion. As a practical contribution, this study supports the development of multifaith education programs that promote tolerance and cultural awareness among educators, students, and the wider community.
Co-Authors Ava Lee Ethan Tan