A  Conceptual Framework of Islamic AI Ethics for Digital Citizenship Education: A Systematic Literature Review

Ahmad Avisena; Arumawan Muhammad Muhsin; Asistia Pricilia

doi:10.18860/icied.v11i1.3938

Ahmad Avisena UIN Maulana Malik Ibrahim
Arumawan Muhammad Muhsin Universitas Islam Negeri Maulana Malik Ibrahim Malang
Asistia Pricilia Universitas Islam Negeri Maulana Malik Ibrahim Malang

DOI: https://doi.org/10.18860/icied.v11i1.3938

Keywords: Islamic AI ethics, Digital citizenship education, Artificial intelligence, Systematic literature review

Abstract

Generative artificial intelligence (AI) creates educational challenges involving academic integrity, information reliability, privacy, fairness, and human agency. Although AI ethics and digital citizenship education receive increasing attention, their integration with Islamic ethics remains conceptually fragmented. This study synthesizes the literature to develop a conceptual framework of Islamic AI ethics for digital citizenship education. A systematic literature review used Dimensions searches for articles published during 2019–2026. The searches yielded 3,734 records, of which 1,201 were exported; deduplication retained 1,184 unique records. ASReviewLab prioritized 500 records for screening in Covidence. Following title, abstract, and full-text assessment, 58 studies were included in qualitative synthesis. Iterative thematic mapping connected ethical issues, digital competencies, Islamic values, and behavioral indicators while distinguishing explicit source findings from reviewer interpretations. Eight dimensions were identified: Academic Honesty, Critical Verification, Responsible AI Use, Respectful Digital Conduct, Safe Data Practice, Fairness and Justice, Human-Centered Learning, and Reflective and Independent Reasoning. Their normative anchors include Amanah, Sidq, Tabayyun, Mas’uliyyah, Adab, ‘Adl, Maslahah, and the protection of dignity and intellect. D1–D2 form an epistemic foundation, D3–D6 govern operational ethics, and D7–D8 protect human agency. Five conceptual propositions describe relationships for future testing. The framework provides a basis for curriculum design and institutional guidance; expert assessment and psychometric testing are required before it can serve as a validated assessment instrument.

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