In an age where technology permeates every aspect of our lives, its integration into education, particularly within the context of Islamic religious studies, has become a hot topic of discussion. The phenomenon of artificial intelligence (AI) is reshaping how we approach learning, teaching, and understanding complex subjects. A recent study conducted by an esteemed team of researchers, including Faizin, Alfan, and Basid, sheds light on the acceptance of artificial intelligence among Muslim students in Islamic religious education. This study employs the Technology Acceptance Model (TAM) to explore the factors influencing students’ willingness to incorporate AI technologies into their learning environments.
The research delves into critical aspects of educational technology, investigating how AI tools can be adapted to enhance Islamic learning experiences. The Technology Acceptance Model serves as a foundational framework, probing into dimensions such as perceived ease of use, perceived usefulness, and the significant role these factors play in influencing students’ attitudes towards AI integration. By focusing on these elements, the study aims to create a comprehensive picture of how effectively AI can be embraced in the educational sector, particularly within religious contexts.
Moreover, the study recognizes the unique challenges and opportunities that Muslim students face when engaging with AI in their religious studies. Within a framework where tradition and modern technology converge, establishing an understanding of how these students perceive AI becomes pivotal. This research highlights that students are not merely passive recipients of knowledge. Instead, they actively engage with technology, shaping their learning experiences and influencing the broader educational landscape.
A noteworthy element of the study involves the investigation of the ethical considerations intertwined with the use of AI in Islamic education. Islamic principles often emphasize the moral implications surrounding new technologies. Therefore, it becomes crucial to evaluate how Muslim students reconcile their faith with the progressive nature of AI, ensuring that technological advancements do not detract from their religious values and beliefs. The study seeks to present a balanced perspective that highlights the potential for AI to coexist harmoniously with Islamic teachings.
Students’ acceptance of technology, especially in a religious context, is often fraught with skepticism. This skepticism stems from a fear of losing traditional values in the face of modern advancements. The research highlights how effective communication and education about the benefits of AI can mitigate these fears. By providing a clear understanding of how AI tools can aid in their studies—rather than replace traditional learning processes—students may grow more comfortable with integrating these technologies into their education.
As researchers delve deeper into the results of their surveys and interviews, it becomes clear that the intersection of AI and Islamic studies presents numerous possibilities. Tools that utilize AI can facilitate personalized learning experiences, allowing students to receive tailored feedback, identify areas of improvement, and engage more deeply with the material. For instance, AI-driven platforms can offer interactive lessons that resonate with students’ individual learning paces and styles. The potential for technology to enhance student engagement and motivation in religious studies cannot be overstated.
The study also identifies various socio-cultural factors that influence students’ attitudes towards AI in Islamic education. For example, the presence of supportive educators who are well-versed in technology can significantly enhance students’ acceptance. When educators themselves are enthusiastic about integrating AI into their teaching methods, students are more likely to perceive these technologies positively. Therefore, professional development programs targeting teachers in Islamic education could prove essential in driving acceptance and implementation.
The findings of the study indicate that successful integration of AI into Islamic religious education depends not only on students’ perceptions but also on institutional support and resources. Schools that are equipped with the necessary technological infrastructure and training opportunities for both students and teachers are foundational for creating an environment where AI can thrive. Thus, educational institutions have an essential role to play in facilitating the acceptance of technology like AI in their curricula.
Moreover, the research highlights the potential for AI to serve as a bridge between different generations within the Muslim community. As younger students become proficient in technology, they can act as conduits for sharing knowledge with older generations who may be less familiar with these advances. This creates an ecosystem of learning where AI aids not only in formal education but also in the broader religious community, promoting lifelong learning and engagement.
As more educational entities recognize the significance of AI in enriching the learning process, collaborative efforts between technology developers and religious educators will become increasingly important. Creating culturally responsive AI tools that align with Islamic values will require input from both fields. This collaboration has the potential to yield unprecedented innovations in how Islamic education is delivered, ensuring that it remains relevant and impactful in a rapidly changing world.
In conclusion, the insightful research conducted by Faizin, Alfan, and Basid reveals the complex dynamics of Muslim students’ acceptance of artificial intelligence in Islamic religious education. By leveraging the Technology Acceptance Model, the study uncovers the factors that promote or hinder this acceptance and highlights the immense potential for AI to revolutionize how Islamic studies are taught and learned. Through ethical integration of technology, educational institutions can foster environments where learning thrives, bridging the gap between tradition and modernity.
The journey toward fully embracing AI in Islamic religious education is undoubtedly a nuanced one, requiring careful consideration of students’ perceptions, cultural values, and ethical implications. However, as this research suggests, with the right support, education, and collaboration, AI can enhance the educational experiences of Muslim students, opening pathways for deeper engagement with their faith and the world around them. The future of Islamic education, enriched by technological advancements, beckons—a future where faith and innovation march hand in hand.
Subject of Research: Acceptance of Artificial Intelligence in Islamic Religious Education
Article Title: Muslim students’ acceptance of artificial intelligence in Islamic religious education: an extended TAM approach
Article References: Faizin, N., Alfan, M., Basid, A. et al. Muslim students’ acceptance of artificial intelligence in Islamic religious education: an extended TAM approach. Discov Educ 4, 304 (2025). https://doi.org/10.1007/s44217-025-00767-1
Image Credits: AI Generated
DOI: 10.1007/s44217-025-00767-1
Keywords: AI, Islamic Education, Technology Acceptance Model, Student Engagement, Education Technology
