<![CDATA[Artificial intelligence in education raises questions about knowledge authority, learner autonomy, equitable access, and institutional accountability. This article develops a conceptual discussion of its opportunities and ethical challenges in Islamic education through a literature-based approach. The proposed analysis connects publications on AI in education, Islamic educational philosophy, maqasid al-shariah, and international AI ethics. Its central argument is that technological benefits should be evaluated against educational purposes. AI may support learning resources, feedback, and administrative tasks, while requiring safeguards against unreliable religious information, bias, excessive dependence, and inappropriate processing of learner data. The article proposes an institutional framework connecting religious knowledge verification, learner protection, intellectual autonomy, intergenerational responsibility, and resource accountability. This is a conceptual contribution requiring further examination, not an empirically validated model. Responsible adoption therefore depends on maintaining human educational authority, strengthening critical AI literacy, and establishing context-sensitive governance.]]>
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