The Impact of Using AI as an Alternative Solution Search: Reconstructing the Ontology of 'Thinking Humans' in Islamic Education
Keywords:
Artificial Intelligence; Ontology Of The Thinking Human; Islamic Education; Cognitive Offloading; Adab
Abstract
The use of generative artificial intelligence (AI) as a primary reference for finding solutions is changing how people think and raises ontological questions for Islamic education. This study analyzes the impact of using AI as an alternative for finding solutions on thinking practices, reconstructs the ontology of the "thinking human" within an Islamic education framework, and formulates its implications for educational practice. The study employs a qualitative approach with a library research design. Data were gathered through documentation of primary and secondary sources and analyzed using thematic analysis and conceptual framework analysis. The review shows that AI use is associated with cognitive offloading, the risk of an illusion of competence, and challenges to integrity and ethics, while the Islamic education literature points to a tension between AI-driven personalization and the scholarly authority of teachers. The reconstruction is formulated along five dimensions: the nature of thinking, the position of the human being, responsibility, scholarly authority, and the role of AI. The human being is affirmed as a knowledge-seeking subject accountable for their knowledge, while AI is positioned as an auxiliary tool whose outputs must be verified. The study proposes adab-based AI literacy as an operational pathway for this reconstruction. As the findings are conceptual, they require empirical testing in Islamic educational institutions.
References
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Published
2026-10-18
How to Cite
Nissa Bela Nurussalma, Mahfud Junaedi, Darmu’in, D., & ‘Aabidah Ummu ‘Aziizah. (2026). The Impact of Using AI as an Alternative Solution Search: Reconstructing the Ontology of ’Thinking Humans’ in Islamic Education. International Journal of Education, Vocational and Social Science , 5(04), 3285-3305. https://doi.org/10.63922/ijevss.v5i04.6836
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