Ethical integration of generative artificial intelligence in Islamic religious education involves human mediation and source verification

The present systematic literature review investigates the ethical integration of Generative Artificial Intelligence (GenAI) in Islamic Religious Education (IRE). In this review, ethical integration extends beyond general AI ethics principles such as privacy, transparency, academic integrity, and accountability by requiring GenAI use to remain consistent with Islamic educational values, source authenticity, teacher mediation, and religious and epistemic authority. Using PRISMA 2020 guidelines, this systematic literature review searched peer-reviewed English-language journal articles published between 2022 and 2026 in Scopus and Web of Science. Of 124 records initially identified, 13 studies were included in the synthesis. Thematic analysis using deductive and inductive coding revealed four main themes. First, GenAI in IRE is primarily discussed as a pedagogical assistant for lesson planning, teaching-material development, assessment support, personalised learning, administrative activities, and Qur’anic learning rather than as a replacement for teachers or religious authorities. Second, the literature highlights ethical, epistemic, and value-alignment concerns, including plagiarism, hallucinations, privacy issues, bias, unreliable sources, overdependence, doctrinal inaccuracies, and confusion regarding religious authority. Third, responsible integration requires multilayered safeguards, including teacher supervision, verification of AI-generated information, institutional policies, AI literacy, academic-integrity guidance, culturally sensitive use, and alignment with Islamic educational values. Fourth, the evidence base remains limited, fragmented, and predominantly conceptual, exploratory, or perception-based, with few classroom-based, longitudinal, comparative, or intervention studies. Accordingly, the findings should be interpreted as an emerging synthesis rather than conclusive evidence of the effects of GenAI in IRE. The review further identifies adab , amanah , and epistemic authority as complementary conceptual lenses because they respectively address appropriate conduct towards knowledge, responsible and trustworthy use of AI and knowledge, and the legitimate validation and interpretation of religious knowledge. Therefore, GenAI may support IRE when used as an assistive technology under appropriate human supervision and verification. Future research should develop and empirically examine Islamic ethical frameworks grounded in these dimensions.