<![CDATA[Current research on Artificial Intelligence (AI) in education predominantly focuses on formal settings and technical advances. There is a notable lack of empirical studies on informal Islamic social learning, religious identity development, and digital equity, particularly among marginalized groups such as street children. This study investigates the influence of AI in mediating social learning, shaping religious identity, and expanding educational opportunities for street children. Utilizing a qualitative case study approach in Jepara, Kudus, Pati, and Rembang, the research engages lecturers, student assistants, and street children through in-depth interviews, participatory observation, and document analysis. The results indicate that AI does not replace human relationships but acts as a mediator that supports collective dialogue. AI technology offers a common reference for interpreting religious practices and reflecting on life experiences. This process strengthens contextual religious identity and increases access to learning. The integration of technology, community, and Islamic values presents a transformative framework for inclusive education and digital equity.]]>
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