Generative AI As Co-Pedagogy: A Conceptual Syudy on Transforming The Role of PAI Teachers Into Architects of Learning Experiences

The development of Generative Artificial Intelligence (Generative AI) is changing digitally based Islamic Religious Education (PAI) learning. This article analyzes Generative AI as co-pedagogy in transforming the teacher's role from an information center into an architect of learning experiences. The study uses a qualitative approach with a library research method, reviewing various literature on Generative AI, digital pedagogy, and PAI. The findings show that Generative AI can help teachers develop teaching materials, design learning activities, provide feedback, and create more adaptive learning. Its use encourages teachers to act as facilitators, designers of learning experiences, knowledge curators, and guides of Islamic ethics and values. However, its use still requires teacher supervision to anticipate problems of information accuracy, technological dependence, and the ethics of AI use. Explicitly, the contribution of this article is to provide a new conceptual framework for Islamic Religious Education (PAI) in the digital era, where teachers transform from mere information transmitters (ta'lim) into 'architects of learning experiences' who integrate artificial intelligence (AI) while firmly adhering to the values of character building (ta'dib). The limitation of this study is its library research-based approach, meaning the findings are conceptual and have not directly measured practical effectiveness in the classroom. The implication for future empirical research is the need for Classroom Action Research (CAR) or experimental studies to test this co-pedagogy model in actual teaching practices, in order to measure its impact on digital literacy, the depth of religious understanding, and the spiritual character formation of students.