From Awareness to Practice: ChatGPT Integration and Teacher Digital Empowerment in Islamic Religious Education
DOI:
https://doi.org/10.58524/smartsoc.v6i3.1231Keywords:
ChatGPT, Generative AI, Islamic Religious Education, Teacher Digital Competence, Technology IntegrationAbstract
Artificial intelligence (AI) has significantly transformed educational practices in the digital era. However, the integration of AI-based technologies in Islamic Religious Education (IRE) remains limited due to inadequate digital literacy, limited pedagogical adaptation, and varying levels of teacher readiness in utilizing digital tools effectively. This study examines the role of ChatGPT in enhancing IRE learning and supporting teacher digital empowerment. This research employed a qualitative case study approach involving 26 Islamic education teachers from various educational levels. Data were collected through open-ended questionnaires and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings reveal that although 53.8% of teachers are familiar with ChatGPT, only 30.8% actively use it in the learning process, indicating a considerable gap between awareness and practical implementation. Teachers who utilized ChatGPT reported that it assisted lesson planning, supported the development of learning materials, and improved instructional efficiency. Furthermore, ChatGPT contributed to increasing student engagement, encouraging critical thinking, and expanding access to learning resources. Nevertheless, several challenges remain, including limited digital literacy, potential dependency on AI tools, and concerns regarding content accuracy. This study concludes that ChatGPT has substantial potential to improve the quality of IRE learning and strengthen teachers’ digital competencies. The study also contributes theoretically to the discourse on AI integration in Islamic education and practically provides insights for developing more adaptive and technology-oriented learning practices among IRE teachers.
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