Artificial intelligence in Qur'anic education: pedagogical promise, practical challenges, and ethical concerns

Introduction This study explores the integration of artificial intelligence (AI) in Qur'anic education, with attention to pedagogical opportunities, practical challenges, and ethical implications. Methods The study adopted a qualitative exploratory design. Data were collected through semi-structured focus group discussions with twenty Islamic Education teachers and complemented by a structured analysis of two AI tools: Tarteel, a specialised Qur'anic application, and ChatGPT, a general-purpose generative AI system Results Findings indicate that AI can support Qur'anic learning, particularly in recitation, memorisation, simplified explanation, learner autonomy, confidence, and access to self-paced practice. However, teachers raised concerns about accuracy, authenticity of religious content, over-reliance on AI, learner dependence, and the possible erosion of the spiritual and relational dimensions of Qur'anic learning. The structured tool analysis showed that specialised Qur'anic tools were stronger for recitation and memorisation tasks, while generative AI offered greater flexibility for explanation and instructional support but required stronger teacher verification. Discussion The study confirms that AI is most valuable when positioned as a pedagogical support rather than a replacement for Qur'anic teachers. Teachers remain central in ensuring accuracy, ethical alignment, source verification, and the preservation of the spiritual integrity of Qur'anic learning.