AI-Driven Innovation in Islamic Education: Strengthening Curriculum Design, Pedagogical Practice, and Learning Evaluation for Global Competitiveness

Abstract

Artificial intelligence (AI) is increasingly reshaping global education by transforming curriculum design, pedagogical practice, and learning evaluation. However, its integration into Islamic education requires more than technological adoption; it demands a value-oriented framework that preserves epistemic validity, ethical accountability, and the formative role of teachers. This article aims to develop a conceptual model of AI-driven innovation in Islamic education to strengthen curriculum design, pedagogical practice, and learning evaluation for global competitiveness. Using an integrative conceptual literature review, critical-comparative analysis, and framework synthesis, this study examines 58 recent publications from 2020 to 2025 and 12 foundational and methodological works related to AI in education, Islamic pedagogy, curriculum studies, assessment, ethical governance, and global skills development. The findings reveal that AI-driven innovation in Islamic education operates across three strategic domains. First, curriculum design must shift from content addition to competency architecture by integrating AI literacy, data literacy, epistemic verification, Islamic values, and global competencies. Second, pedagogical practice should be framed as human-AI co-agency, where AI supports personalization, exploration, scaffolding, and feedback while teachers retain moral, spiritual, and interpretive authority. Third, learning evaluation must move beyond detection-based approaches toward transparent, tiered, and human-validated assessment design. The study concludes that AI should be positioned as regulated educational infrastructure, not as an autonomous authority. Its educational value depends on ethical governance grounded in Islamic principles, academic integrity, human agency, and institutional accountability. This model offers a balanced framework for enabling Islamic education to engage global technological transformation while sustaining adab, moral formation, epistemic responsibility, and maslahah.