The Future of Islamic Education in the Age of Artificial Intelligence: Pedagogical Innovation and Ethical Transformation

Busahdiar Busahdiar (Universitas Muhammadiyah Jakarta, Indonesia)
Guntur Cahyono (Universitas Islam Negeri Salatiga, Indonesia)

Ar-Fachruddin: Journal of Islamic Education
Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge

Research Objective– This study aims to examine the transformation of Islamic education in the age of artificial intelligence (AI), focusing on emerging technological applications, pedagogical innovation, human–AI collaboration, and ethical challenges. It also proposes an integrated framework for aligning AI capabilities with Islamic educational objectives and values. Methodology– This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Relevant literature published primarily between 2020 and 2026 was collected from Scopus, Web of Science, ScienceDirect, SpringerLink, IEEE Xplore, and Google Scholar. Data were analyzed through thematic synthesis to identify emerging trends, pedagogical transformations, epistemological challenges, and ethical considerations. Findings– The findings reveal that AI is transforming Islamic education through personalized learning, adaptive instruction, automated feedback, Qur'anic learning, Hadith education, Arabic language learning, and digital Islamic scholarship. However, its implementation raises concerns regarding religious knowledge authenticity, academic integrity, algorithmic bias, privacy, and human responsibility. The study proposes the Human–AI–Islamic Values Framework, integrating three dimensions: AI capability, human mediation, and Islamic value alignment. Research Implications/Limitations– The study highlights the need for AI literacy, teacher professional development, scholarly verification, ethical governance, and responsible technology integration in Islamic educational institutions. However, its findings are limited by the availability, diversity, and rapidly evolving nature of the reviewed literature. Further empirical research is needed to validate the proposed framework across different Islamic educational contexts. Originality/Value– This study contributes an integrated conceptual framework connecting technological innovation, pedagogical transformation, human agency, and Islamic ethical principles. It emphasizes that AI should augment rather than replace teachers and should remain guided by amanah, adab, maslahah, authenticity, justice, and human dignity.