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All Journal Artificial Intelligence in Lifelong and Life-Course Education Teladan: Jurnal Pendidikan Umum dan Karakter
Irwansyah Suwahyu
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Computer Science & IT Education Social Sciences Other

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Artificial Intelligence Interaction in Higher Education: A Life-Course Perspective on Digital Well-Being, Learning Outcomes, Motivation, and Ethical Awareness Ikrananda; Indah Amaliah; Annajmi Rauf; Muh. Yusril Anam; Irwansyah Suwahyu
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 1 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i1.2

Abstract

Purpose – The increasing integration of artificial intelligence (AI) in higher education offers significant opportunities to enhance learning effectiveness, yet it also raises concerns related to digital well-being, learner motivation, and ethical awareness. From a life-course education perspective, early adulthood represents a critical transitional phase in which patterns of interaction with AI may shape long-term learning habits and readiness for lifelong learning. However, empirical evidence examining how AI interaction influences learning outcomes through psychological and instructional mechanisms remains limited. This study examines the effects of student interaction with AI on learning outcomes, learning motivation, and ethical awareness, with digital well-being and instructional design quality positioned as mediating variables.Design/methods/approach – A quantitative cross-sectional survey was conducted with 145 undergraduate students at a public university in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine direct and mediating relationships among the proposed constructs.Findings – The results indicate that student interaction with AI has a significant positive effect on digital well-being, instructional design quality, learning motivation, and learning outcomes. Digital well-being and instructional design quality serve as important mediating mechanisms through which AI interaction enhances motivation and academic achievement. However, interaction with AI does not directly improve students’ ethical awareness, suggesting that ethical sensitivity does not emerge automatically through AI use without explicit pedagogical intervention.Research implications/limitations – These findings underscore the importance of designing AI-supported learning environments that promote cognitive engagement, digital well-being, and pedagogical quality while deliberately integrating ethical instruction. The study is limited by its cross-sectional design, single-institution context, and reliance on self-reported data.Originality/value – This study contributes to the literature on artificial intelligence in education by integrating digital well-being and instructional design quality as mediating mechanisms within a life-course framework, offering insights into how AI interaction during early adulthood may influence sustainable and responsible lifelong learning.
ANTI-VIOLENCE EDUCATION IN THE QUR'AN Irwansyah Suwahyu; Muhammad Chirzin
Teladan: Jurnal Pendidikan Umum dan Karakter Vol. 2 No. 1 (2026): JUNE
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jpuk.v2i1.944

Abstract

This study aims to examine the concept of anti-violence in the Qur'an, identify the educational values embedded within it, and formulate a conceptual model that can be implemented in contemporary Islamic education systems. This research uses a qualitative approach with library research through the thematic exegesis method (maudhu'i). The primary data consist of the Qur'an, while the secondary data include tafsir works and relevant scholarly literature. The analysis was conducted through the stages of verse identification, thematic classification, interpretation, and synthesis of educational values using source triangulation to ensure validity. The findings show that the Qur'an provides a comprehensive framework for building an anti-violence paradigm that includes the principles of rahmah (compassion), justice ('adl), protection of life (hifz al-nafs), self-control, and conflict resolution based on islah. These values are then formulated into a three-level conceptual model, namely foundational values, mechanisms of individual internalization, and the education system as an implementative ecosystem. This model emphasizes that anti-violence education must be understood as an integrative process that connects values, individual awareness, and the structure of the education system. The implications of this study indicate the need to transform the paradigm of Islamic education from a normative approach toward a value-based transformative approach, implemented through curriculum integration, dialogical pedagogy, teacher exemplarity, and the strengthening of an inclusive and violence-free institutional culture. This study contributes to the formulation of a Qur'an-based conceptual framework for anti-violence education that is relevant to the challenges of contemporary education.
Co-Authors Annajmi Rauf Ikrananda Indah Amaliah Muh. Yusril Anam Muhammad Chirzin