Influence of Artificial Intelligence on Islamic Character Education
Keywords:
AI in Education, ethics, Islamic character, and digital integrityAbstract
Purpose: The purpose of this study is to examine how Artificial Intelligence (AI) influences Islamic character education, including its potential to strengthen key values and the challenges it may pose within the context of Education 4.0.
Study design/methodology/approach: This study employed a Systematic Literature Review (SLR) to examine the role of Artificial Intelligence (AI) in education and its impact on Islamic character development. Literature searches were conducted across major international and national databases, including Scopus, Web of Science, ERIC, Google Scholar, SINTA, and Garuda, using keywords such as AI in education, ethics, Islamic character, and digital integrity, to cover publications from 2016 to 2025. The inclusion criteria required studies to focus on AI in educational contexts, address ethical or character-related issues, be relevant to Islamic education, and be available in either English or Indonesian. Out of over 100 initial records, 35 studies met the criteria. Thematic analysis classified the findings into three main areas: (1) AI's potential to strengthen Islamic character values such as honesty, discipline, responsibility, and digital etiquette; (2) risks of character degradation, including plagiarism, technological dependency, and reduced intellectual autonomy; and (3) pedagogical and policy strategies grounded in Islamic values to ensure ethical AI integration in education.
Findings: The well-guided and value-oriented use of AI can enhance students' piety, learning discipline, and digital ethics by providing morally aligned content, promoting self-regulation, and fostering positive behavioral habits. However, uncontrolled or unguided use of AI poses risks, such as increased plagiarism, intellectual laziness, and digital dependency, which may weaken Islamic character values.
Research limitations/implications: This study is limited by its reliance on secondary data from existing literature, which may reflect varying contexts, methodologies, and technological readiness across different educational systems. The findings imply the need for Islamic value–based pedagogical designs and ethical frameworks when integrating AI in schools, ensuring that AI supports, rather than undermines, the character development mission of Islamic education.
Originality/value: This study offers novelty by examining the intersection of AI integration and Islamic character development, an understudied yet increasingly urgent area in Education 4.0. It provides a comprehensive synthesis of opportunities and risks, delivering actionable insights for educators, policymakers, and curriculum developers to align technological advancement with Islamic moral and ethical principles.
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