<![CDATA[Generative artificial intelligence (GenAI) is increasingly transforming educational practices, yet its integration within Islamic education raises questions concerning pedagogical effectiveness, academic integrity, and moral responsibility. This study investigates how Islamic school teachers integrate GenAI into teaching and learning, examines academic integrity challenges emerging from AI-assisted learning, and analyzes how ethical values guide responsible AI use. Employing a qualitative multiple-case study design, the research involved teachers, school leaders, and students from Islamic educational institutions. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed thematically through within-case and cross-case comparison, supported by triangulation and member checking. The findings indicate that teachers use GenAI for lesson planning, instructional material development, assessment design, and differentiated learning, positioning the technology as a pedagogical augmentation tool rather than a substitute for teachers. However, AI-generated assignments, plagiarism, student dependency, uncertainty about authorship, and difficulties in assessing authentic student competence present significant academic integrity challenges. Teachers respond through assessment redesign, AI-use guidelines, verification practices, and increased emphasis on students’ intellectual contributions. Ethical values, particularly amanah, sidq, responsibility, and intellectual integrity, provide a foundation for responsible AI integration. Based on these findings, the study proposes an Ethical Generative AI Integration Model connecting AI literacy, pedagogical integration, academic integrity, Islamic ethical mediation, and responsible AI use, with teacher guidance and human oversight operating across the model.]]>
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