A Conceptual Framework for Digital-Ethical Literacy and Social Responsibility in Islamic Religious Education in the Generative AI Era
DOI:
https://doi.org/10.61255/decoding.v4i2.1551Keywords:
AI literacy, Digital citizenship, Digital ethics, Generative AI, Islamic religious educationAbstract
Purpose – This study develops a conceptual framework of digital-ethical literacy and social responsibility for responsible Generative Artificial Intelligence (GenAI) use in Islamic Religious Education by integrating AI literacy, digital pedagogy, Islamic ethics, and digital citizenship.
Methods – A conceptual literature review was conducted using a purposive corpus of 110 sources selected for thematic relevance, conceptual contribution, and argumentative strength. The literature was analyzed through thematic-conceptual synthesis to identify recurring constructs and relationships.
Findings – The synthesis produced four progressive operational components: AI awareness, critical verification, ethical academic use, and socially responsible digital participation. Islamic moral orientation functions as a cross-cutting normative dimension guiding all components through amanah, tabayyun, adab, ‘adl, responsibility, and maslahah. The framework is progressive but non-rigid and context-sensitive, emphasizing educator guidance, authoritative sources, prior learner knowledge, institutional policy, and topic sensitivity.
Research implications – The framework provides a basis for curriculum design, educator guidance, assessment development, institutional policy, and future empirical validation.
Originality – The study offers an integrated mechanism linking technological understanding, epistemic verification, academic integrity, Islamic moral judgment, and digital social responsibility in one context-sensitive model.
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