Exploring the Potential of Artificial Intelligence in Enhancing Quranic Teachers’ Pedagogy: A Systematic Literature Review
DOI:
https://doi.org/10.22452/quranica.vol17no2.21Keywords:
Artificial Intelligence (AI), Pedagogy, Teaching, Technology, Systematic Literature Review (SLR), PRISMAAbstract
Artificial Intelligence (AI) has increasingly gained attention in the field of education as a tool to diversify teaching methods in more interactive ways including within the context of Quranic education. Accordingly, this study aims to analyze the potential of AI in enhancing Quranic pedagogy. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, data were collected from articles indexed in Scopus and Web of Science. A total of 39 empirical studies meeting the inclusion criteria were thematically analyzed. The findings reveal that AI holds significant potential in strengthening Quranic pedagogy through: (1) automated assessment systems and Quranic recitation translation, (2) supporting the development of interactive teaching materials, (3) facilitating student progress monitoring, (4) providing simulation tools to train Quranic teachers in pedagogy and (5) fostering collaboration among Quranic educators. Nonetheless, key challenges identified include issues of AI accuracy, limitations in addressing spiritual and moral values and the risk of teachers’ overreliance on technology. Overall, this study underscores that the integration of AI can empower Quranic pedagogy, however its implementation must remain aligned with Islamic values to ensure that technology serves as a supportive tool rather than a replacement for the teacher’s role.
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