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Challenges and the Repositioning of Islamic Religious Education Teachers in the Era of Artificial Intelligence (AI): A Perspective from Islamic Epistemology

Artificial intelligence (AI), particularly generative AI, is reshaping how students access, produce, verify, and communicate information, raising questions about source authority, adab, values, and character formation in Islamic Religious Education (IRE). This study examines the challenges facing IRE teachers and proposes a repositioning of their roles from an Islamic epistemological perspective. A qualitative library research approach was employed, drawing on literature on Islamic education and epistemology, te…

By the Truvace desk1 min read1 sourcePeer-reviewedTRV-2026-1462· cite & verify
Challenges and the Repositioning of Islamic Religious Education Teachers in the Era of Artificial Intelligence (AI): A Perspective from Islamic Epistemology
Reading Wikipedia in the Classroom for Secondary School Students 02 by James Rhoda. CC BY-SA 4.0 · https://creativecommons.org/licenses/by-sa/4.0

In brief

A qualitative library study reviewed literature on Islamic education, epistemology, teacher ethics, UNESCO guidance on AI in education and recent work on AI in religious education. Through content and conceptual analysis, it concluded that AI should be treated as a supporting tool under human epistemic oversight.

The paper matters because it frames teachers as guardians of information quality and ethical technology use as students turn to generative AI. Because it is a conceptual literature-based proposal, its Verifikasi model is not shown here to have been tested in classrooms or to improve student outcomes.

Main points

  1. The study used qualitative library research with content and conceptual analysis rather than classroom data.
  2. It identifies teacher roles as knowledge curators, information validators, digital ethics mentors, learning designers and exemplars of adab.
  3. AI outputs are to be judged within the relationship among revelation, reason, experience, scholarly tradition and technology.
  4. The proposed Verifikasi model covers source verification, ethical use, reflection, religious evidence, process orientation, human initiative and accountability.

The problem

Generative AI is changing how students access, produce and verify information, raising questions about source authority, adab, values and character formation that Islamic Religious Education teachers must address.

The rundown

The source positions generative AI as reshaping how students access, produce, verify and communicate information. This creates challenges for Islamic Religious Education, where source authority, adab and character formation are central concerns.

As a response, the author proposes repositioning the teacher as an epistemic gatekeeper who safeguards information quality, guides verification and aligns technology use with Islamic educational aims.

The Verifikasi model is offered as an implementation framework, with the stated aim that AI integration strengthen literacy, critical reasoning and adab while preserving human responsibility in education.

Sources

  1. Peer-reviewedJournal of Multidisciplinary Science: MIKAILALSYS2026-10-15

The debate