AI-Driven Quality Management and Digital Transformation in Islamic Education: A Systematic Review

Hamdi; Muhammad Lanri Siregar; Efrita Norman

doi:10.61987/jemr.v5i4.2302

Authors

Hamdi Sekolah Tinggi Agama Islam Al- Mukhlisin Bogor
Muhammad Lanri Siregar Sekolah Tinggi Agama Islam Al- Mukhlisin Bogor
Efrita Norman Universitas Islam Bunga Bangsa Cirebon

DOI:

https://doi.org/10.61987/jemr.v5i4.2302

Keywords:

Artificial Intelligence, Quality Management, Islamic Education

Abstract

This study aims to synthesize existing research on artificial intelligence (AI) enabled quality management and digital transformation in education and to examine their implications for Islamic education. A systematic literature review (SLR) was conducted using Scopus as the primary database. Relevant publications were identified through keywords related to artificial intelligence, quality, education, and leadership. From 179 initial records, 24 articles were selected through screening, eligibility assessment, and thematic relevance analysis. The findings reveal that AI contributes to educational quality through personalized learning, adaptive assessment, learning analytics, digital mentorship, improved academic services, and data-informed decision-making. The review further indicates that the successful implementation of AI and digital transformation depends on institutional readiness, digital leadership, governance structures, teacher competence, quality assurance systems, and ethical oversight. The study highlights that educational quality should not be measured solely by technological efficiency or academic performance. For Islamic education, quality management should also incorporate moral development, religious literacy, proper ethical conduct, trustworthiness, justice, honesty, spiritual growth, and human-centered pedagogy. The findings provide a conceptual framework for integrating AI-driven quality management with value-based educational principles and offer guidance for future research and institutional policy development.

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