<![CDATA[The Artificial Intelligence (AI) technologies are fundamentally vibrating worldviews and reshaping the epistemological landscape of global education, raising urgent questions about the future of tradition-based institutions. This article critically examines the intersections between AI-driven educational transformation and the enduring pedagogical and religious authority structures of Pesantren, Indonesia’s indigenous Islamic boarding schools. Drawing on Bourdieu’s theory of field, capital, and habitus; Habermas’s communicative action theory; and the concept of epistemic authority in Islamic scholarship, this paper argues that Pesantren face a dual challenge: preserving the integrity of knowledge transmission (sanad) and spiritual formation (Tarbiyah) central to their identity, while simultaneously engaging with AI tools that threaten to disintermediate the Kyai–santri relationship and algorithmicise religious guidance. Through a systematic critical literature review of 47 peer-reviewed studies (2019–2025) and critical discourse analysis of institutional policy documents, this article identifies three key tensions: (1) the contestation between algorithmic knowledge and embodied scholarly authority; (2) the risks and opportunities of AI-mediated religious consultation; and (3) the emerging typologies of AI adoption across salaf and khalaf Pesantren. The article introduces Beyond Transmission as its central theoretical contribution, a paradigm shift that reconceptualises Islamic education from mere knowledge transmission to transformative human formation in the AI era, and proposes the Tarbiyah-Centred AI Integration Model (T-CAIM) as an operationalised normative framework for Pesantren AI governance.]]>
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