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All Journal Srawung: Journal of Social Sciences and Humanities Acitya Wisesa: Journal of Multidisciplinary Research ALSYSTECH Journal of Education Technology International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Journal of Asian Islamic Educational Management
Aziz, Aulia Luqman
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Journal : Srawung: Journal of Social Sciences and Humanities

 1 
REIMAGINING THE DIGITAL ORACLE: AN AFRICAN PHILOSOPHICAL AND THEOLOGICAL CRITIQUE OF ARTIFICIAL INTELLIGENCE Folaranmi, Bukola Abosede; Agoi, Moses Adeolu; Sain, Zohaib Hassan; Sain, Shazadi Hina; Aziz, Aulia Luqman
Srawung: Journal of Social Sciences and Humanities [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v4i4.869

Abstract

The emergence of artificial intelligence (AI) as a source of insight invites its characterization as a "digital oracle," a metaphor with particular resonance in Africa where traditions of divination are deeply embedded. This analogy, however, raises critical questions regarding the understanding, legitimacy, and governance of such systems. This paper employs a multidisciplinary approach, integrating contemporary AI ethics with African philosophy and religious perspectives, to analyze this metaphor. Using the prophetic figure central to Yoruba Ifá divination as a comparative framework, we contrast the communal, symbolically interpreted guidance of traditional oracles (Bascom, 1969) with AI's data-driven predictions, which often lack moral authority and community accountability. In response, we propose that the Ubuntu philosophy, grounded in relational humanity and moral duty, provides a vital corrective. The analysis is structured around four lenses: (1) epistemic opacity and interpretive authority; (2) relational personhood and communal responsibility; (3) spiritual and moral discernment; and (4) decolonial governance. We argue that AI should not be considered an autonomous philosophical oracle but can serve as a valuable decision-support tool when consciously embedded within robust systems of ethics, interpretation, and community. The paper concludes by advocating for AI development guided by Ubuntu ethics, the inclusion of religious thought, and formal decolonial governance. This approach seeks to transform AI into a context-aware tool that serves humanity, rather than an unaccountable digital predictor.
DECODING THE SACRED: ARTIFICIAL INTELLIGENCE AND THE SYMBOLIC KNOWLEDGE STRUCTURES OF AFRICAN TRADITIONAL RELIGION Agoi, Moses Adeolu; Folaranmi, Bukola Abosede; Sain, Zohaib Hassan; Aziz, Aulia Luqman; Sain, Shahzadi Hina
Srawung: Journal of Social Sciences and Humanities [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v4i4.870

Abstract

African Traditional Religion (ATR) is based on symbolic systems that reflect cosmology, ethics, spirituality and social order, which are represented through divination, rituals, proverbs, sacred objects as well as texts such as Yoruba Ifa verses. Scholars nowadays focus not only on their multivocal character but also on their epistemic and moral functions: symbols act as organs of knowledge no less than objects of cultural artefacts. AI tools, by symbolically representing that knowledge, through ontologies and explainable learning, provide means to decode, and maintain such sacred systems cultural sensitively. Indicatively, the article Preserving Indigenous Knowledge: Leveraging Digital Technology and Artificial Intelligence describes the way interactive platforms and AI-based applications preserve indigenous knowledge, without violating cultural guidelines and intellectual property rights. Using Classical Machine Learning and Deep Learning, Adinkra Symbol Recognition in Ghana was highly accurate in classifying Adinkra symbols. The results of the studies indicate that AI can improve preservation, access, and learning; however, it is unable to reproduce spiritual intention and group validation. Such ethical concerns as reductionism, digital colonialism, and cultural ownership are not new to the recent literature. This paper thus suggests an alternative approach in which AI would be used to supplement AIR custodianship to make sure that the knowledge is not stale, but dynamic, secure, and useful in the digital era.
DESIGNING DIGITAL LEARNING FRAMEWORKS FOR PAKISTANI SCHOOLS: A PRACTICAL APPROACH Sain, Shazadi Hina; Sain, Zohaib Hassan; Aziz, Aulia Luqman; Abdullah, Nurulannisa
Srawung: Journal of Social Sciences and Humanities [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v4i4.871

Abstract

The integration of digital technologies into education has emerged as a transformative strategy for addressing challenges in Pakistani private schools. This research investigates the effectiveness of digital tools in designing inclusive and impactful learning plans, employing theoretical frameworks such as TPACK, SAMR, and the 5E instructional model. The study examines how these tools enhance curriculum delivery and student engagement, with a specific focus on platforms like Padlet, Nearpod, and FigJam. This qualitative research utilised a sample of 20 Grade 2 students and 31 teachers from private schools, chosen for their established yet diverse technological infrastructure. The mixed-methods approach included surveys, semi-structured interviews, and classroom observations to evaluate the application and impact of digital technologies. The study also explored how these tools align with educational objectives and cater to varying learner needs. Key findings reveal that digital technologies significantly enhance collaboration, critical thinking, and differentiated learning experiences, particularly benefiting visual and auditory learners. However, challenges such as inconsistent internet access, limited resources, and varying teacher competencies were identified. The research proposes actionable strategies to address these barriers, including professional development for educators, improved infrastructure, and tailored digital solutions. This study highlights the critical role of digital tools in fostering scalable and inclusive learning environments. It underscores the need for sustained investment in technology integration and teacher training to ensure equitable access and maximise the potential of digital education in resource-constrained contexts. Future implications suggest adopting innovative models and policies to bridge digital divide and enhance learning outcomes across diverse educational settings.
Co-Authors Abdullah, Nurul Annisa Abdullah, Nurulannisa Agoi, Moses Adeolu Elbadiansyah, E. Elbadiansyah, Elbadiansyah Folaranmi, Bukola Abosede Lawal, Uthman Shehu Sain, Shahzadi Hina Sain, Shazadi Hina Sain, Zohaib Hassan Thelma, Chanda Chansa