Critical Integration of Artificial Intelligence in Islamic Education in Asean: A Theoretical Critical Analysis

Abstract

This article aims to critically examine the integration of Artificial Intelligence (AI), particularly generative AI, into Islamic education within the ASEAN region, which is characterized by cultural, religious, and infrastructural diversity. The analysis focuses on how AI adoption potentially reconfigures pedagogical authority and educators’ moral, while simultaneously challenging the spiritual mission of Islamic education rooted in the principles of tarbiyah, ta’dib, and tazkiyah.

This study employs a qualitative, literature-based, and normative- critical approach. The analysis is developed through a philosophical synthesis of Islamic educational thought, critical educational theory, and contemporary AI ethics. It centers on three interrelated issues: the shift of pedagogical authority from educators to algorithmic systems, the risk of dehumanization and instrumentalization of learning processes, and the urgency of developing value-driven AI literacy.

The findings indicate that AI integration without a clear ethical framework risks reducing educators to mere technological operators and instrumentalizing learning. To address these concerns, the article proposes a human-centered AI framework tailored to Islamic education in ASEAN through the formulation of an operational triadic model of ethical AI literacy: verification (critical evaluation of AI outputs), value reflection (moral and spiritual reflection), and academic transparency (ethical disclosure and integrity in AI use). This model translates normative ethical principles into concrete pedagogical practices without requiring large-scale curriculum reform.

Theoretically, this study contributes to ongoing debates on AI and education by foregrounding moral and pedagogical dimensions as central analytical concerns. Practically, it offers context- sensitive insights for educators, institutions, and policymakers across ASEAN. However, the study is limited by its conceptual nature and does not include empirical validation in classroom or institutional settings.