A SYSTEMATIC LITERATURE REVIEW ON THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN QUR'ANIC EDUCATION
DOI:
https://doi.org/10.35631/IJMOE.832003Keywords:
Artificial Intelligence, Education, Integration, Qur’anicAbstract
Artificial Intelligence (AI) has emerged as a transformative technology that is increasingly influencing educational practices across various disciplines, including Qur’anic education. The growing adoption of AI-powered tools for Qur’anic learning, memorization, recitation assessment, and educational management presents significant opportunities for enhancing learning experiences while simultaneously raising pedagogical, ethical, and theological concerns. Despite the increasing scholarly attention devoted to this area, existing studies remain fragmented, making it difficult to obtain a comprehensive understanding of the current state of knowledge. Therefore, this study aims to systematically review the literature on the integration of artificial intelligence in Qur’anic education and identify the major research trends, applications, and challenges reported in recent studies. This review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An advanced search strategy was conducted using the Scopus and Web of Science databases based on the keywords “Integration,” “Artificial Intelligence,” “Qur’anic,” and “Education.” The search was limited to journal articles published between 2024 and 2026. Following the identification, screening, eligibility, and quality assessment processes, 25 studies were selected for qualitative synthesis. The findings reveal that the literature can be classified into three major themes. The first theme, AI Applications in Qur’anic and Islamic Learning, highlights the use of machine learning, deep learning, automated assessment, recitation recognition, and personalized learning technologies to enhance learning effectiveness and student performance. The second theme, Pedagogical Integration and Educational Transformation, focuses on teacher readiness, curriculum innovation, digital transformation, and institutional adaptation to AI-supported educational environments. The third theme, Ethical, Theological and Religious Governance of AI, addresses concerns related to religious authority, spiritual authenticity, algorithmic bias, interpretative legitimacy, and responsible AI implementation. Overall, the review demonstrates that AI possesses substantial potential to enrich Qur’anic education; however, its successful integration requires a balanced approach that combines technological innovation with sound pedagogical practices, ethical safeguards, and Islamic educational values.
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