https://acasch.com/index.php/er/issue/feed 2026-05-15T00:00:00+00:00 Nicole A Hansen er_editor_in_chief@acasch.com Open Journal Systems <p>Educational Review: International Journal (Print ISSN 1682-4377 and Online ISSN 0168-2423) is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 10 years, the journal has contributed to the advancement of educational practice in educational research by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow's curricula. </p> https://acasch.com/index.php/er/article/view/46 2024-01-31T02:52:35+00:00 Husni Husni husni1967@iaid.ac.id Nisa Nurjanah nisa.husni@gmail.com

<p>The rapid advancement of artificial intelligence (AI) technologies presents both unprecedented opportunities and profound challenges for Islamic education. Central to this discourse is the question of whether Islamic educational ontology—its foundational understanding of knowledge, being, and pedagogy—can accommodate AI without compromising its theological and philosophical integrity. This article conducts a comprehensive systematic literature review to explore frameworks, challenges, and future directions for integrating AI into Islamic education while preserving its ontological foundations rooted in Tawhid, Fitrah, and the integration of Naqli (revealed) and Aqli (rational) knowledge. Drawing upon 39 peer-reviewed sources, the study identifies and synthesizes five key frameworks: the SEI-CHAT Framework, Shariah-Aligned AI Governance, Legal-Sharia Educational Framework, Ontology-Based Knowledge Representation, and Hybrid AI-Human Teaching Models. The findings reveal that while AI demonstrates significant potential in enhancing cognitive and psychomotor learning domains, its application in affective, moral, and spiritual domains remains inherently limited, necessitating hybrid human-AI approaches. The study proposes design principles for theologically sound AI educational ontologies, including transparency, explainability, preservation of interpretive authority, and reflection of intra-Islamic diversity. This article concludes that the ontological turn in Islamic education requires a balanced, ethically vigilant, and human-centered approach that embraces technological innovation while steadfastly maintaining theological authenticity and human stewardship.</p>

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