Artificial intelligence in Islamic religious education and high school teachers' perceptions of digital divides and prophetic ethics in Indonesia's global south
This qualitative study in Demak, Indonesia, explores high school Islamic religious education teachers' perceptions of AI, revealing that while they recognize its potential for pedagogical efficiency, they remain concerned about the lack of prophetic ethical validation in AI-generated content and significant structural digital divides, ultimately advocating for a balanced integration model that combines technological literacy with critical religious ethics.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
Imagine a group of high school teachers in Demak, Indonesia, who teach Islamic Religious Education. They are standing at a crossroads. On one side is their traditional, time-honored way of teaching, which relies heavily on personal connection, deep religious knowledge passed down through generations, and being a living role model for students. On the other side is a shiny, new, fast-moving train called Artificial Intelligence (AI).
This research paper is like a deep conversation with 12 of these teachers to find out: What do they think about this new train? Do they want to ride it, or are they afraid it will derail their mission?
Here is the story of what they found, explained simply.
1. The "Super-Helper" (The Good Stuff)
For many of these teachers, AI feels like getting a super-powered assistant who never sleeps.
- The Old Way: Imagine spending half a day just trying to write a lesson plan, flipping through heavy books, and searching the internet for pictures. It's exhausting.
- The AI Way: Now, they can ask the AI, "Give me a lesson plan about charity for 10th graders," and in minutes, they have a draft. It's like having a magic sketchbook that instantly draws pictures or writes stories about prophets.
- The Feeling: The teachers say this doesn't just save time; it makes them happy and excited again. It's like a teacher who was tired of cooking the same meal every day suddenly getting a robot chef that suggests new, fun recipes. This "fun factor" makes them want to keep using the technology.
2. The "Fake News" Alarm (The Worry)
However, there is a big catch. These teachers are guardians of religious truth, and they know that AI is a bit like a very fast, very confident student who sometimes makes things up.
- The Problem: In Islamic education, knowledge isn't just about facts; it's about proven chains of trust (like a family tree of teachers passing down a story). AI doesn't have this "chain of trust." It just guesses based on what it sees on the internet.
- The Fear: One teacher compared AI to a knife. A knife can chop vegetables for a delicious meal, but if you aren't careful, it can cut you. If a teacher uses AI without checking, they might accidentally teach students a story that isn't true or a religious rule that is wrong.
- The Solution: The teachers say, "We must be the editors." They can use AI to get a draft, but they must use their own deep knowledge to fact-check it before showing it to students. They cannot let the robot be the "boss" of the truth.
3. The "Human Touch" (The Soul of Teaching)
The biggest worry isn't about facts; it's about feelings.
- The Role: In this tradition, a teacher isn't just a walking encyclopedia; they are a role model (uswatun hasanah). Students learn by watching how the teacher behaves, how they speak kindly, and how they handle problems with patience.
- The Limit: A robot can tell you what patience is, but it cannot show you patience. It cannot hug a sad student or look them in the eye to offer comfort.
- The Shift: Interestingly, some teachers realized that AI might actually save their most important job. Because AI handles the boring, mechanical stuff (like writing lesson plans), the human teacher is free to focus on the real work: guiding students' hearts, teaching values, and being a good example. They are moving from being "information deliverers" to "meaning guides."
4. The Roadblocks (The Reality Check)
Finally, the paper points out that even if the teachers want to use this technology, the road is full of potholes.
- The Internet: In some areas, the internet signal is as shaky as a flickering lightbulb. You can't run a high-tech AI app if your internet keeps dropping.
- The Gap: There is a "generation gap." The younger teachers are like digital natives who grew up with smartphones; they pick up AI tools easily. The older teachers, who have deep religious wisdom, sometimes feel like they are trying to learn to fly a jet plane when they've only driven a bicycle. They need more patience, slower training, and help from the younger teachers.
The Bottom Line
The paper concludes that these teachers are cautiously optimistic. They see AI as a powerful tool that can make their lives easier and their lessons more creative, but they refuse to let it replace the human heart of their teaching.
They believe that for AI to work in religious education, you need a three-part recipe:
- Tech Skills: Knowing how to use the tools.
- Critical Thinking: Knowing how to fact-check the AI's religious claims.
- Humanity: Keeping the teacher as the central, living role model.
In short: AI can be the engine, but the teacher must remain the driver.
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