Inclusive Artificial Intelligence in Islamic and Multicultural Education: A Thematic Literature Analysis Toward Ethical and Culturally Responsive Learning Ecosystems
DOI:
https://doi.org/10.33474/multikultural.v9i1.25436Keywords:
Artificial Intelligence, Islamic Education, Inclusion, Multicultural Education, Thematic AnalysisAbstract
The rapid expansion of artificial intelligence (AI) in education has transformed teaching, assessment, and governance. However, global debates question whether current AI systems adequately address multicultural diversity, epistemic justice, and Islamic educational ethics. This study synthesizes international scholarship on inclusive AI in Islamic and multicultural education, identifying major themes, opportunities, risks, and future directions for culturally responsive learning ecosystems. A qualitative thematic literature analysis was employed, guided by Braun and Clarke's six-phase framework. Peer-reviewed articles, policy reports, and books published between 2015–2026 were purposively selected from Scopus, Web of Science, ERIC, and Google Scholar. After screening, 72 sources were analyzed through iterative coding using NVivo 14. Five dominant themes emerged: (1) AI-enabled personalization versus algorithmic bias; (2) ethical governance gaps between Islamic principles (adl, amanah, maslahah) and technical implementation; (3) digital divide as structural barrier in Islamic boarding schools; (4) potential of AI for Qur'anic and Arabic pedagogy; and (5) need for participatory design involving educators. Uncritical adoption risks reinforcing linguistic marginalization, privacy violations, and eroding critical thinking. AI in Islamic and multicultural education must be understood as a sociocultural and moral project, not merely a technical innovation. The study contributes to the FGAIEE framework linking multicultural inclusion, Islamic ethics, and responsible AI governance. Policymakers should prioritize fairness, accessibility, and human-centered learning.
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