Navigating the Tension: An Ethical Framework for Inclusive AI in Multicultural Islamic Education toward Sustainable Peace
DOI:
https://doi.org/10.33474/multikultural.v9i1.25650Keywords:
Artificial Intelligence, Ethics, Islamic Education, Multiculturalism, Peace, WasatiyyahAbstract
The integration of Artificial Intelligence (AI) into multicultural Islamic education generates profound ethical tensions between technological efficiency and cultural preservation, algorithmic neutrality and religious values, and global standardization and local peacebuilding. This systematic review synthesizes 91 peer-reviewed articles (2019–2025) to identify ethical tensions, inclusive frameworks, and peace outcomes. Employing a PRISMIA protocol with PICo mapping and hybrid thematic-SWOT analysis (Cohen's κ = 0.824), the study reveals three primary ethical tensions: (1) algorithmic bias versus divine justice (' adl), (2) data privacy versus communal responsibility (takaful), and (3) cultural homogenization versus culturally responsive pedagogy (CRCT). The WASAI framework (Wasatiyyah - Al-driven, Socially Aware, and Inclusive AI) is proposed, grounded in wasatiyyah (moderation) and maqasid al-shariah. Evidence indicates that ethical AI can cultivate religious moderation, reduce intergroup prejudice, and advance epistemic justice, but only when embedded within culturally responsive governance, community oversight, and intentional pedagogical design. The study contributes to decolonizing AI ethics by centering Islamic philosophical traditions and Global South experiences, offering an actionable model for evaluating AI-related submissions through a justice-oriented lens. For Multicultural Education, this framework provides a pathway for inclusive digital transformation that preserves the integrity of Islamic teachings while harnessing AI's potential for peace.
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