<![CDATA[The rapid integration of Artificial Intelligence (AI) into education has generated ethical concerns regarding human responsibility, academic honesty, and epistemic authority. Although existing AI ethics frameworks emphasize accountability, transparency, human oversight, and academic integrity, limited attention has been given to how these concerns can be critically interpreted through Islamic educational philosophy. This study aimed to examine the ethical challenges of AI use in Islamic education and to formulate an ethical framework grounded in Islamic philosophical principles. Employing a qualitative philosophical inquiry and library research approach, the study critically analyzed primary works of Al-Ghazali and Syed Muhammad Naquib Al-Attas alongside recent scholarship on AI ethics, academic integrity, and Islamic education. The findings identified three interconnected challenges: the difficulty of maintaining human accountability for AI-generated outputs, the complexity of academic honesty in AI-assisted work, and the emerging question of AI’s epistemic authority. The analysis further demonstrates that amanah, adab, ṣidq, and 'ilm provide complementary principles for addressing these challenges. The study contributes a conceptually grounded framework that positions AI as an educational instrument rather than an autonomous moral or epistemic authority, with implications for AI policies, academic integrity, curriculum development, and ethical educational practice in Islamic contexts.]]>
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