RECONSTRUCTING ADAB AL-‘ILM AS LEARNING ETHICS IN ISLAMIC EDUCATION IN THE ERA OF GENERATIVE AI
AN INTEGRATIVE LITERATURE REVIEW
DOI:
https://doi.org/10.30868/ei.v15i03.10846Keywords:
adab al-‘ilm; generative artificial intelligence; learning ethics; Islamic educationAbstract
The use of generative artificial intelligence (GenAI) in education raises a fundamental problem: gains in learning efficiency are not always accompanied by an ethical framework that preserves intellectual agency, academic integrity, knowledge verification, and learners’ relationships with scholarly authority. This study aims to reconstruct adab al-‘ilm as a conceptual framework for learning ethics in Islamic education in the GenAI era. It employs an integrative literature review combined with conceptual reconstruction. The literature was analyzed through mapping GenAI-related ethical-epistemic problems, coding principles of adab al-‘ilm, functional matching, and theoretical synthesis. The conceptual synthesis identifies seven dimensions of learning ethics: intention and purposes of learning; intellectual effort and agency; taḥqīq–tabayyun; academic trustworthiness; adab toward teachers and sources; epistemic humility; and orientation toward beneficial knowledge and action. These dimensions are proposed as a conceptual framework rather than an empirically validated model. The framework positions GenAI as an epistemic aid whose use remains subject to human reasoning, moral responsibility, and judgment. Its principal contribution is a shift from an ethics of AI use toward an ethics of learning with AI rooted in the Islamic educational tradition.
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