<![CDATA[The rapid diffusion of artificial intelligence (AI) into higher education has begun to reshape how knowledge is transmitted, assessed, and authenticated, and Islamic higher education institutions are no exception. This article presents a conceptual review examining how AI is reconfiguring Islamic higher education and what this transformation means for the classical Islamic distinction between ta'lim (instruction or knowledge transfer) and ta'dib (ethical and spiritual formation). Drawing on recent literature concerning AI adoption in Islamic studies, Qur'anic learning, and religious question-answering systems, the review synthesizes three interrelated themes: the pedagogical opportunities AI affords, the epistemic and ethical risks it introduces, and the frameworks Muslim scholars have proposed to govern its use. The analysis argues that AI's value for Islamic higher education lies not in automating religious authority but in augmenting the human relationships, spiritual mentorship, and chains of transmission (isnad) that have historically anchored Islamic knowledge. The article concludes with a proposed orientation, described here as "beyond automation," in which AI is positioned as a supporting instrument governed by Maqasid al-Shari'ah (the higher objectives of Islamic law) rather than a substitute for the teacher-student relationship, and offers recommendations for curriculum designers, policymakers, and institutional leaders in Islamic higher education.]]>
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