Artificial Intelligence in Islamic Religious Education Learning Qur'anic Perspective: Epistemological Reconstruction, Digital Ethics, and Humanization of Learning

Abstract

The application of Artificial Intelligence (AI) in Islamic Religious Education remains underexplored from a Qur’anic perspective, particularly in relation to epistemological foundations, digital ethics, and the humanization of learning. This study aims to examine how AI can be integrated into Islamic Religious Education in alignment with Qur’anic paradigms and to analyze its implications for moral conduct and instructional practice. A qualitative library research design was employed using thematic interpretation (maudhu’i) as the analytical approach. Core data and conceptual frameworks were derived from Qur’anic verses, peer-reviewed literature, and academic studies at the intersection of AI and Islamic Education. The data were synthesized through content analysis and critical-thematic examination. The findings indicate that AI has considerable potential to enhance the efficiency, personalization, and accessibility of Islamic Religious Education. However, the implementation of AI without a strong grounding in Qur’anic principles may weaken spiritual depth, contribute to pedagogical dehumanization, and create ethical challenges in digital learning environments. The study concludes that the integration of AI into Islamic Religious Education requires deliberate synergy between technological innovation, cyber ethics, and Qur’anic values. This study contributes to Islamic education discourse by offering an epistemological and ethical framework for AI-assisted learning that supports innovation while preserving moral integrity, spiritual orientation, and humanistic pedagogy.