AI Ethics in Education: How Islamic Religious Education Responds to 21st-Century Moral Degradation

Abstract

The development of science and Artificial Intelligence in the twenty-first century has transformed various sectors of life, including the educational sphere. On one hand, Artificial Intelligence offers learning efficiency and personalization; on the other hand, this technology triggers serious challenges such as an instant-gratification culture, academic plagiarism, and the moral and spiritual degradation of students. This study aims to analyze the development of science and Artificial Intelligence from the perspective of Islamic Religious Education and to formulate strengthening strategies to confront contemporary moral challenges. The research methodology employs a qualitative approach with a library research design. Data collection was conducted through the documentation of authoritative literature and analyzed using the content analysis method. The results demonstrate that in the Islamic worldview, science and Artificial Intelligence possess strong theological legitimacy as long as they are oriented toward human welfare (maslahah) and operate within the corridor of monotheistic values (tauhid). However, Artificial Intelligence still possesses fundamental limitations because it lacks human-like moral consciousness and spirituality. Therefore, this study recommends five integrative strategies to strengthen Islamic Religious Education in the digital era: reinforcing character education based on noble role-modeling (uswah hasanah), developing digital literacy embedded with Islamic values, optimizing the teacher's role as a moral guide (murabbi), collaborating within the tri-center of education (family, school, and society), and utilizing Artificial Intelligence wisely and responsibly. The implication of this study emphasizes that Islamic Religious Education functions as an ethical filter that preserves the balance between technological sophistication and the noble character of students.