Cognitive Efficiency vs. Spiritual Depth: Pedagogical Readiness and Digital Ethics of Prospective Islamic Education Teachers

Abstract

Although technology adoption in education continues to rise, previous research indicates that the integration of Artificial Intelligence (AI) in Islamic Education remains predominantly instrumental and administrative. This trend risks creating a disconnect between technical proficiency and critical thinking, while posing a threat to religious authority. This study aims to explore the pedagogical readiness and digital ethics challenges faced by prospective Islamic Education teachers in confronting AI-driven learning transformations. Employing a qualitative approach with a case study design, the research was conducted at the Faculty of Tarbiyah and Teacher Training, UIN K.H. Abdurrahman Wahid Pekalongan. Data were collected through in-depth interviews, digital classroom observations, and curriculum documentation, all validated via methodological triangulation. The findings reveal that AI can function as a digital More Knowledgeable Other (digital MKO), accelerating cognitive efficiency through adaptive personalized learning. However, this efficiency exists in tension with affective-spiritual depth, triggering risks such as plagiarism, hallucination of fictitious information, and the erosion of the tabayyun (verification) tradition. This study offers insights for re-evaluating the competency framework of Islamic Education teachers by synchronizing technology with sacred Islamic values. Practical implications urge Islamic higher education institutions to redefine educators' roles as value curators, promote digital Islamic sanad literacy, and formulate ethical standards for AI usage to cultivate future Murabbi who are digitally proficient yet spiritually grounded.