التعليم الديني والفتوى والذكاء الاصطناعي

Abstract (English)

While some institutions and edict issuing houses may opt to incorporate artificial intelligence in education and edict issuance, this research highlights that despite technological advancements and the potential benefits in certain areas, there are aspects where machines cannot replace the roles of the mufti and the teacher. One such aspect is the human element, which is crucial in religious education due to the significance of the role model for students of religious knowledge. Additionally, the religious responsibility involved in teaching or issuing edicts cannot be delegated to a machine. The mufti takes into account various factors when teaching and providing answers that machines cannot independently consider, such as the questioner's state, the appropriate response based on their level of knowledge, and whether to provide a brief answer or a detailed explanation, including citing evidence or omitting it. The mufti also evaluates the potential outcomes of responding to the questioner. Furthermore, the mufti must consider the religious values in different contexts, taking into consideration the questioner's understanding of terminologies and norms in their country, as well as the mufti's familiarity with those norms. This does not negate the significant opportunities to leverage technology in various aspects and specific cases, but emphasizes the importance of maintaining oversight by knowledgeable individuals. This research aims to establish an analytical and textual framework to provide guidance on utilizing technology in religious education, while also addressing situations where its use may not be appropriate.