The Use of Artificial Intelligence in Sharia Studies Learning at Islamic Higher Education Institutions: Opportunities, Challenges, And Ethical Boundaries

Abstract

This article aims to analyze the use of Artificial Intelligence (AI) in teaching and learning Sharia studies at Islamic higher education institutions, focusing on the opportunities, challenges, and ethical boundaries associated with its use. This study employs a qualitative method with a library research approach through a critical examination of journal articles, books, and other scholarly literature relevant to AI in higher education, generative AI, digital literacy, academic integrity, technology ethics, and Sharia studies education. The data were analyzed using content analysis. The findings indicate that AI offers significant opportunities to improve access to Sharia related sources, the effectiveness and efficiency of learning, case-based learning in fiqh and uṣūl al-fiqh, the study of kitab turāth and Arabic language literature, personalized learning, digital literacy, and interdisciplinary studies. However, its use also presents challenges, including hallucinations, inaccuracies in information and references, the reduction of the complexity of Islamic jurisprudence, algorithmic bias, plagiarism, student dependence, and questions concerning scholarly authority. This article concludes that AI may be accepted as a learning support tool, but the information it generates must be verified. AI cannot replace lecturers or Islamic scholars (ulama) and using AI to issue fatwas without expert verification poses significant risks. Therefore, the application of the human in the loop principle is necessary to safeguard academic integrity, scholarly authority, and ethical responsibility in Sharia studies education.