Factors and Challenges Driving the Use of Artificial Intelligence (AI) In the Teaching and Learning of Islamic Education: A Systematic Literature Review

Abstract

The integration of Artificial Intelligence (AI) in education is expanding rapidly; however, studies systematically synthesizing its driving factors and challenges within the context of Islamic Education remain limited. This study aims to identify and synthesize the factors influencing the utilization of AI and the challenges faced by Islamic Education teachers. The methodology employs a Systematic Literature Review (SLR) approach based on the PRISMA 2020 guidelines, searching the Scopus and Google Scholar databases from 2016 to 2025. Following a rigorous screening process, 10 high-quality articles were selected and analyzed thematically. The findings indicate that the primary drivers for AI adoption encompass dimensions of operational efficiency and productivity enhancement, adaptive personalized learning, and the elevation of student interactivity and motivation via voice technology. Nevertheless, the study also uncovers critical challenges, such as ethical and data privacy issues, epistemological risks regarding the authenticity of sources and the authority of revealed knowledge (wahyu), as well as digital literacy gaps. The implications of this study highlight an urgent need to develop an Islamic AI ethical framework grounded in Maqasid Syariah to balance technological advancement with spiritual integrity.