The Ethics of Automated Academe: A Critical Inquiry into AI, Islamic Educational Management, and Ethical Reconstruction in Higher Education
DOI:
https://doi.org/10.61987/jsse.v3i1.640Keywords:
Artificial Intelligence, Academic Integrity, Islamic Values, AI LiteracyAbstract
The growing use of artificial intelligence (AI) in higher education offers opportunities to improve learning and academic productivity while raising concerns about academic integrity, information accuracy, and students’ intellectual independence. This study aims to examine students’ and lecturers’ experiences of AI use in academic activities, identify its ethical challenges, and explore how Islamic values can inform responsible AI governance. A qualitative approach with a critical inquiry orientation was employed. Data were collected through online written semi-structured interviews with eight students and one lecturer selected through purposive sampling. The data were analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings reveal that AI supports material comprehension, idea development, academic writing, and language improvement. However, its use raises concerns about inaccurate information, fabricated references, technological dependence, and academic integrity. Participants emphasized information verification, independent thinking, and the Islamic values of amanah (trustworthiness), honesty, and responsibility. The findings imply that Islamic higher education institutions should establish clear AI-use guidelines, strengthen AI literacy and digital ethics education, encourage transparency in academic authorship, and implement assessments that consider students’ learning processes. Integrating Islamic values into institutional governance can help ensure that AI supports educational objectives and academic integrity.
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