Integrating Generative AI Into Islamic Religious Education: Opportunities, Challenges, And The Reconstruction Of Teachers’ Roles In The Digital Era

Abstract

The development of digital technology has encouraged the use of Generative Artificial Intelligence (Generative AI) in various fields of education, including Islamic Religious Education (IRE). This technology offers opportunities to support more flexible, interactive, and adaptive learning, but it also presents challenges related to the accuracy of religious information, academic integrity, data privacy, and technological dependence. This study aims to analyze the opportunities and challenges of integrating Generative AI into IRE and examine the reconstruction of teachers’ roles in the digital era. The study employs a qualitative approach using the library research method. Data were obtained through a review of scholarly journal articles, academic books, previous research findings, and documents relevant to the use of artificial intelligence in education. The data were analyzed descriptively and qualitatively through data reduction, thematic categorization, data presentation, and conclusion drawing. The findings indicate that Generative AI has the potential to assist teachers in preparing learning materials, developing assessment questions, providing additional explanations, and designing varied learning activities. However, its use requires information verification, digital literacy, ethical guidelines, data protection, and adequate supervision. The integration of this technology also requires IRE teachers to assume the roles of learning designers, information evaluators, discussion facilitators, and moral guides. This study concludes that Generative AI should be positioned as a supporting tool rather than a replacement for teachers, ensuring that technological innovation remains aligned with the accuracy of religious knowledge, the inculcation of Islamic values, and the development of students’ character.