<![CDATA[The rapid adoption of generative artificial intelligence (AI), particularly ChatGPT, offers opportunities to enhance learning while raising concerns about academic integrity. This study examines the role of ChatGPT in Islamic Religious Education (IRE) and formulates strategies to preserve students’ academic integrity. Using a qualitative library research approach, it analyzes scientific articles, books, policy documents, and other credible sources on generative AI, IRE, learning autonomy, and academic integrity through content analysis and thematic synthesis. The findings indicate that ChatGPT can improve access to learning resources, support independent learning, clarify complex concepts, and provide preliminary feedback. However, excessive reliance may encourage plagiarism, weaken critical thinking, reduce originality, and produce inaccurate information. Six complementary strategies are proposed: institutional policies, academic guidelines, cultivation of academic honesty, higher-order thinking tasks (C4–C6), authentic performance-based assessment, and contextual and problem-based learning. These strategies position ChatGPT as a supporting tool rather than a substitute for students’ intellectual processes, and its outputs must be critically verified against credible scholarly sources. The study concludes that the educational value of ChatGPT in IRE depends on sound pedagogical design and a strong ethical framework. Because the framework is a conceptual synthesis of the literature, it has not been empirically validated and should be tested in future research.]]>
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