Faith-Informed AI governance in education: Bridging global ethics and islamic epistemology

Mohd Erfino Johari; Zuriani Ibhrim; Zaleha Muda; Muhammad Lutfil Hadi; Abdullah Abu al-Fath

doi:10.61688/jev.v7i1.566

Authors

Mohd Erfino Johari Universiti Poly-Tech Malaysia
Zuriani Ibhrim Universiti Poly-Tech Malaysia
Zaleha Muda Universiti Poly-Tech Malaysia
Muhammad Lutfil Hadi Universiti Poly-Tech Malaysia
Abdullah Abu al-Fath Al-Azhar University, Cairo, Egypt

DOI:

https://doi.org/10.61688/jev.v7i1.566

Keywords:

Artificial Intelligent, AL Governance, Ethical Risk, Islamic Epistemology, Maqasid Shariah, Education, Technology, Islamic Ethics

Abstract

The rapid integration of Artificial Intelligence (AI) in education has generated widespread debates over ethics, governance, and accountability. While global frameworks such as UNESCO (2021), OECD, and IEEE emphasize fairness, transparency, and privacy, these models remain predominantly secular, overlooking cultural and faith-based epistemologies. This limitation poses particular challenges for Muslim-majority contexts, where education is not only cognitive but also moral and spiritual. This paper addresses this gap by proposing a Faith-Informed AI Governance Framework that bridges global AI ethics with Islamic epistemology. Drawing on Maqasid Shariah the preservation of intellect (hifz al-‘aql), faith (din), life (nafs), lineage (nasl), and wealth (mal) the study integrates Islamic principles of amanah (trust), adl (justice), and wasatiyyah (moderation) into global governance standards. Methodologically, the research employs a qualitative design combining documentary analysis of international policy frameworks, comparative ethical analysis of Islamic principles, and illustrative case insights from Malaysia and Indonesia. The findings reveal three key deficits in current global frameworks: (i) lack of spiritual accountability, (ii) neglect of relational trust and justice, and (iii) overemphasis on efficiency at the expense of holistic human development. The proposed framework addresses these gaps by embedding Islamic values into governance structures, ensuring that AI in education remains ethically grounded and spiritually conscious. This study contributes to global AI ethics by extending discourse beyond procedural safeguards to encompass moral-spiritual dimensions. It provides policymakers and educators in Muslim-majority contexts with a culturally grounded framework, while enriching international debates with insights from Islamic epistemology.

Downloads

Download data is not yet available.

References

Abbas, N., Kizilcec, R. F., Lee, H., & Chen, G. (2024). Is it harmful or helpful? A large-scale mixed-methods survey on students’ perceptions of generative AI in higher education. International Journal of Educational Technology in Higher Education, 21, 44. https://doi.org/10.1186/s41239-024-00492-7

Al-Zahrani, A. M. (2024). Unveiling the shadows: Beyond the hype of AI in education. Heliyon, 10(9), e30696. https://doi.org/10.1016/j.heliyon.2024.e30696

Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review. Research & Practice in Assessment, 8, 40–48.

Bond, M. (2024). Artificial intelligence in education: A meta-systematic review and policy recommendations. International Journal of Educational Technology in Higher Education, 21(1), 68. https://doi.org/10.1186/s41239-024-00629-6

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510

Dikli, S. (2006). An overview of automated scoring of essays. Journal of Technology, Learning, and Assessment, 5(1).

Eden, C., Moeller, J., & Holm, A. (2024). Ethical challenges in AI-supported learning: Beyond fairness and accountability. Computers & Education, 205, 104865. https://doi.org/10.1016/j.compedu.2023.104865

Elmahjub, E. (2023). Artificial intelligence, data, and shariʿa: An Islamic law and ethics perspective. Philosophy & Technology, 36, 98. https://doi.org/10.1007/s13347-023-00657-2

Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006

Khan, A. A., Akbar, M. A., Fahmideh, M., Liang, P., Waseem, M., Ahmad, A., Niazi, M., & Abrahamsson, P. (2023). AI ethics: An empirical study on the views of practitioners and lawmakers. IEEE Transactions on Computational Social Systems, 10(6). https://doi.org/10.1109/TCSS.2023.3251729

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28, 4221–4241. https://doi.org/10.1007/s10639-022-11316-w

Organisation for Economic Co-operation and Development (OECD). (2024). The potential impact of AI on equity and inclusion in education (OECD Education Working Papers, No. 321). OECD Publishing. https://doi.org/10.1787/ee3fd39a-en

Shadiev, R., & Yang, M. (2020). Ethical considerations in AI-driven mobile learning. Educational Media International, 57(3), 169–186. https://doi.org/10.1080/09523987.2020.1813763

United Nations Educational, Scientific and Cultural Organization. (2021). AI and education: Guidance for policymakers. UNESCO.

United Nations Educational, Scientific and Cultural Organization. (2023). Guidance for generative AI in education and research. UNESCO.

Wang, S., Xie, Z., Gao, Y., Zhang, Y., & Chen, J. (2024). Artificial intelligence in education: A systematic literature review (2013–2023). Expert Systems with Applications, 245, 124167. https://doi.org/10.1016/j.eswa.2023.124167

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0