Fiqh Education in the Context of Artificial intelligence: Shifts in Pedagogy, Authority, and Religious Literacy
Abstract
The rapid development of artificial intelligence (AI) has expanded the use of information and learning resources in Islamic Religious Education, including Fiqh learning, while raising concerns regarding pedagogy, the authority and validity of religious knowledge, and students’ ability to evaluate AI-generated information. This study examines the use of AI in Islamic education and synthesizes its implications for Fiqh learning, focusing on pedagogy, the authority and validity of religious knowledge, and religious literacy and AI literacy. A Systematic Literature Review (SLR) was conducted on 25 scholarly articles published between 2020 and 2026 and retrieved from Scopus, Google Scholar, and the Indonesian scholarly databases GARUDA/SINTA. Searches used combinations of keywords related to artificial intelligence, generative AI, ChatGPT, Islamic education, Islamic religious education, and fiqh education. Articles were selected based on their relevance to Islamic education or Fiqh learning and to the analytical dimensions of the study. Data were analyzed through coding, thematic categorization, cross-source comparison, and thematic synthesis. The findings indicate that AI is increasingly used to support personalized learning, information exploration, learning-material development, and instructional interaction. However, its use also intensifies the need for source verification, information validation, and teacher guidance. The synthesis further highlights the importance of integrating religious literacy and AI literacy to enable students to evaluate AI-generated information critically and responsibly. Based on these findings, the study proposes an AI-assisted but teacher-guided Fiqh learning framework that positions AI as a learning support tool, teachers as pedagogical and knowledge mediators, and students as active evaluators of information.
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