ARTIFICIAL INTELLIGENCE IN ISLAMIC INCLUSIVE EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL TRANSFORMATIONS, ACCESSIBILITY, AND EQUITY OUTCOMES
Keywords:
Artificial Intelligence, Islamic Education, Transformation, Accessibility, InclusiveAbstract
This research aims to analyze how Artificial Intelligence (AI) transforms pedagogical practices, accessibility, and equity outcomes in inclusive Islamic education. This study uses the systematic literature review method of Scopus indexed empirical articles in 2021–2025. The search was conducted using the keywords "Artificial Intelligence" and "Inclusive Education" in the fields of Social Sciences and Arts and Humanities. Out of the initial 385 articles, the selection process resulted in 11 relevant articles to be analyzed thematically. The results show that AI supports inclusive Islamic education through adaptive learning, content personalization, chatbots, text-to-speech, speech-to-text, learning analytics, and Generative AI. This technology expands the access and participation of learners with cognitive, sensory, physical, linguistic, social-emotional, and geographical barriers. However, its implementation faces the challenges of data privacy, algorithmic bias, the validity of Islamic content, limited infrastructure, low AI literacy of teachers, and the risk of weakening spiritual interactions. The contribution of this research is to offer a conceptual synthesis of AI as an instrument to support teachers as murabbi in building Islamic learning that is inclusive, fair, humanist, and oriented towards the values of 'adl, rahmah, amanah, and karāmah insāniyyah.
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