Islamic Ethical Responses to Digital Disruption: The Integration of Generative AI in English Language Learning at Islamic Boarding Schools

Abstract

schools (pesantren), particularly in English language learning. This study aims to analyze the Islamic ethical response to generative AI and formulate an integration model that aligns with pesantren values. Employing a qualitative case-study approach in two modern pesantren in East Java, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis was conducted based on Braun and Clarke’s framework.The findings reveal that pesantren communities generally accept AI through a principle of conditional acceptance grounded in the Islamic legal maxims of maslahah-mafsadah (benefit-harm consideration) and la dharara wa la dhirar (the prohibition of causing harm). Three major ethical concerns emerged: data privacy, plagiarism, and accountability. The study further proposes an integration framework entitled “AI as the Santri, the Teacher as the Kiai,” which incorporates an Islamic Content Prompting curriculum and a Digital Talaqqi system. This study demonstrated that AI can effectively enhance personalized learning when accompanied by proper Sharia-based guidance. The greatest opportunities offered by AI include improved teacher efficiency and the expansion of global digital da‘wah, while the primary challenges involve content bias and the degradation of adab muthala‘ah (ethical reading and learning discipline). This study concludes that generative AI can serve as a wasilah (instrumental means) for strengthening students’ English proficiency without undermining Islamic identity, provided that its implementation is governed by a framework of “Pesantren AI Fiqh.” Accordingly, the study recommends the development of Sharia-compliant AI Standard Operating Procedures (SOPs) and critical prompting training programs for teachers