<![CDATA[The emergence of Artificial Intelligence (AI) compels Islamic education to reconsider its philosophical foundations, the roles of its key actors, and its ultimate objectives. This study aims to analyze the impact of AI on Islamic education and to formulate an ethical framework for its utilization. Employing a qualitative method through a library research approach, this article provides a descriptive-analytical examination of core concepts in Islamic education (tarbiyah, ta'lim, ta'dib), the thoughts of prominent scholars such as al-Ghazali, Ibn Khaldun, and Syed Naquib al-Attas. The study’s formal object of analysis is the contemporary Maqāşid al-Sharī'ah framework, particularly Jasser Auda's systems approach, which is used to reconstruct the roles and aims of education. The findings reveal that AI, with its capacity to automate the function of ta'lim (knowledge transmission), necessitates a transformation of the teacher's role from merely an instructor to a murabbi (mentor) and mu'addib (cultivator of adab). Meanwhile, the role of the student shifts from passive recipient to active autonomous learner, requiring the cultivation of "Digital Adab." Consequently, the objectives of Islamic education need to be reformulated by synthesizing the ideal of forming insan kamil (the complete human) with mastering 21st-century competencies as the embodiment of the role of khalifah fi al-ard (vicegerent on earth). Finally, contemporary Maqāşid al-Sharī'ah, viewed as a constructive and developmental framework rather than merely a protective one, is proposed as a robust ethical compass to ensure that the integration of AI remains aligned with the universal objectives of human welfare and development.]]>
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