<![CDATA[The emergence of generative Artificial Intelligence (AI) such as ChatGPT and Gemini has created significant disruption in the educational landscape, including Islamic Religious Education (IRE). This study aims to analyze the opportunities for AI integration in IRE learning and identify the ethical challenges faced by teachers in the era of technological disruption. Employing a qualitative method based on literature review, this research examines various scholarly publications from 2021-2025 that discuss AI integration in Islamic education. The findings indicate that AI offers substantial opportunities in learning personalization, administrative efficiency, and access to global learning resources. However, emerging ethical challenges include issues of academic originality, bias in religious information, threats to the teacher's role as murabbi (educator-mentor), degradation of students' critical thinking capacities, and the loss of spiritual dimensions in learning. The study concludes that AI must be positioned as wasilah (a facilitating tool) that strengthens rather than replaces the teacher's role. A digital ethics framework based on Islamic principles such as amanah (trustworthiness), tabayyun (verification), and shidiq (truthfulness) is necessary, along with the integration of digital literacy into the IRE curriculum to ensure students are not only technologically proficient but also wise in its application.]]>
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