Artificial Intelligence in Islamic Educational Guidance: Reframing Digital Knowledge through Maqashid al-Shariah

Abstract

Artificial intelligence (AI) is transforming how Islamic knowledge is accessed, processed, and validated, creating new challenges for scholarly authority and educational guidance. This study examines how to integrate AI into Islamic educational guidance while preserving Islamic epistemological principles and ethical purposes. Using qualitative library research, the study analyzed scholarly articles, academic books, classical Islamic texts, policy documents, and institutional publications through systematic documentary review, thematic analysis, comparative analysis, and hermeneutic interpretation. The findings identify three interconnected dimensions: AI-mediated access changes patterns of knowledge acquisition and authority; Islamic epistemology requires verification through sanad, bayani, burhani, and irfani approaches; and Maqashid al-Shariah provides ethical criteria for evaluating AI use. These findings inform the proposed Tawhidic Digital Pedagogy, positioning AI as a supporting instrument while retaining human scholarly validation and responsibility. The model contributes an integrative framework for responsible AI-based Islamic educational guidance and recommends human oversight, epistemological verification, and maqashid-oriented institutional policies.