<![CDATA[The rapid development of Artificial Intelligence (AI) has brought significant changes to the global educational landscape, particularly in learning design, the role of educators, and students’ learning experiences. This study aims to systematically analyze the role and implications of AI implementation in education by emphasizing the integration of pedagogical, technological, and philosophical dimensions, especially within the context of Islamic education. This research employs a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, examining internationally reputable articles indexed in Scopus Q1 journals. The findings indicate that AI contributes to the development of adaptive, personalized, and data-driven learning through smart learning environments, intelligent tutoring systems, and learning analytics. However, the adoption of AI also raises ethical, epistemological, and pedagogical challenges, particularly concerning the potential reduction of teachers’ roles, algorithmic bias, and the commercialization of education. The integration of the Technological Pedagogical Content Knowledge (TPACK) framework with constructivist and transformative learning theories is essential to ensure that AI functions as a pedagogical support tool rather than a substitute for educators. The novelty of this study lies in its conceptual synthesis between AI in Education and the philosophy of Islamic education, which emphasizes a balance between technological rationality, spiritual dimensions, and character formation. This study concludes that value-based AI implementation can support a humanistic, ethical, and sustainable educational transformation while remaining relevant to the challenges of 21st-century education.]]>
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