<![CDATA[distinctive set of opportunities and tensions for teachers working within Islamic education institutions, where pedagogical innovation must be reconciled with religious values and epistemic authority. This study presents a systematic literature review examining the technology acceptance of AI among Islamic education teachers, synthesizing evidence published between 2022 and 2026. Following the PRISMA 2020 protocol, 25 peer-reviewed articles retrieved from Scopus, Google Scholar, DOAJ, and Sinta-indexed journals were analyzed to identify the determinants, facilitators, and barriers shaping teachers' acceptance of AI-based technologies. The review extends the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT/UTAUT2) by incorporating religiosity, digital literacy, self-efficacy, and pedagogical beliefs as constructs relevant to Islamic education settings. Findings indicate that perceived usefulness, perceived ease of use, digital literacy, trust, and institutional support consistently predict behavioral intention to use AI, while ethical and religious concerns, limited infrastructure, and inadequate training moderate adoption. Based on these findings, the review proposes an integrated conceptual model of AI acceptance tailored to Islamic education and offers practical implications for madrasah leaders, policymakers, and teacher-training institutions seeking to accelerate responsible AI integration without compromising Islamic pedagogical values.]]>
