Integrating Artificial Intelligence and Quantum Physics into Islamic Education: Opportunities, Challenges, and a Framework for Future Learning

Islamic educational institutions are increasingly drawn into a technological moment shaped by artificial intelligence and, more quietly, by quantum physics, yet little research asks how either can be woven into Islamic pedagogy without unsettling tawhid, the epistemological commitment underlying the tradition. This PRISMA-guided systematic review maps the opportunities, challenges, and design principles for integrating AI and quantum physics into Islamic education and proposes a working framework. Of 1,563 uniqu…

By the Truvace deskOctober 23, 20262 min read1 sourcePeer-reviewedTRV-2026-2204· cite & verify

In brief

A PRISMA-guided systematic review screened 1,563 unique records from five databases covering 2016 to 2025 and kept 57 studies. Forty-eight dealt directly with Islamic education, while nine general quantum-physics-education studies served as a comparison set. The review found AI used mainly for personalised Qur'anic and Arabic-language learning and for administrative efficiency.

The findings matter because Islamic institutions are adopting these tools while the literature gives little guidance on fitting them to the tradition's epistemological base. The authors propose a framework grounded in tawhid, but this is a proposal drawn from a literature review, and the source does not report that it has been tested in classrooms. Quantum content was largely absent from Islamic-context studies.

Main points

The review retained 57 of 1,563 unique records from five databases, covering 2016 to 2025.
48 studies addressed an Islamic-education context; 9 quantum-physics-education studies were included as a comparison corpus.
No study met a joint Islamic-context-and-quantum criterion.
AI is mainly used for personalised Qur'anic and Arabic learning and administrative efficiency.
The proposed AIQIEF grounds adoption in tawhid-based epistemology rather than treating the technologies as neutral add-ons.

The problem

Across the reviewed Islamic-education studies, AI adoption is accompanied by recurring concerns about data privacy, algorithmic bias, teacher readiness and decontextualised content.

The rundown

The study is a systematic review rather than an experiment. It followed PRISMA guidance and searched five databases for work published between 2016 and 2025, ending with 57 studies in two streams.

Stream A held 48 studies engaging directly with Islamic education. Stream B held 9 general quantum-physics-education studies, included deliberately because none combined an Islamic context with quantum content.

Quantum content remains almost entirely confined to secular STEM curricula, while AI is applied to personalised Qur'anic and Arabic-language learning and to administrative efficiency.

The authors propose the AI-Quantum-Islamic Education Framework (AIQIEF), which bases adoption on tawhid-based epistemology rather than treating these technologies as neutral add-ons.