Transformation of Islamic Education in The Era of Artificial Intelligence (AI)

The advent of the era of artificial intelligence makes it possible for administrative subjects to use intelligent machines and systems to engage in administrative activities. Among them, the administrative discretion, which is the core of administrative law, is particularly concerned about the use of artificial intelligence. In the era of weak artificial intelligence, intelligent administrative discretion has been widely used in all aspects of administrative law enforcement, but there is a phenomenon that administrative subjects are negligent in exercising discretion. Looking forward to the era of strong artificial intelligence, artificial intelligence machines or systems may have the ability and power to independently exercise administrative discretion, but they cannot become the real administrative discretion subject. Intelligent administrative discretion is conducive to administrative efficiency and guarantees the fairness of administrative behavior, but it also faces legal risks such as unfair results of discretion, opaque algorithm settings, and weakening of government functions. Only by strengthening the legal basis, protecting the rights of the counterparty, improving the accuracy of the algorithm, and improving the status of the administrative subject can the administrative discretionary behavior under the background of artificial intelligence be effectively regulated.

Purpose: The general objective of this study was to explore Intellectual Property Rights in the era of Artificial Intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to Intellectual Property Rights in the era of Artificial Intelligence. Preliminary empirical review revealed that the era of Artificial Intelligence (AI) has significantly transformed the landscape of Intellectual Property Rights (IPR), presenting both opportunities and challenges. It highlighted that traditional IP laws are increasingly inadequate to address the complexities introduced by AI-generated content, necessitating a rethinking of existing frameworks. The study emphasized the need for recognizing AI's role in the creation of new works and inventions and the importance of developing balanced approaches to protect both human and AI contributions. Ethical considerations, such as accountability, transparency, and fairness, were also deemed crucial in ensuring responsible AI use. Overall, the study called for a comprehensive and proactive approach to integrate AI into IPR, ensuring robust protections while fostering innovation. Unique Contribution to Theory, Practice and Policy: The Technological Determinism Theory, Innovation Diffusion Theory and Legal Realism Theory may be used to anchor future studies on Intellectual Property Rights in the era of Artificial Intelligence. The study recommended revising existing IP laws to explicitly include AI-generated content and inventions, clarifying criteria for authorship and inventorship. It suggested expanding theoretical frameworks to accommodate AI contributions, emphasizing the collaborative nature of human and AI creativity. Practical measures, such as enhanced cybersecurity and legal safeguards for AI-generated trade secrets, were advised. Policy-wise, the study advocated for international cooperation to harmonize IP laws concerning AI. Developing ethical guidelines for responsible AI use and implementing education programs to inform stakeholders about AI and IP implications were also recommended. These measures aimed to create a balanced IP framework supporting innovation while protecting the rights of all stakeholders.

This paper reports on a case-based study that construction of new teachers' teaching practice evaluation system in the era of artificial intelligence (AI) at AT College. Although AI cannot replace the teacher and teaching due to the complexity, interaction and personalization of learning, but new teacher also needs to improve AI skills according to a definite core teaching and evaluation standard. It drew on the InTASC Standard to develop an evaluation system of new teachers' teaching practice for the requirements of AI era. The integration of AI and teaching is an emerging field undergoing rapid changes, so it has been considered that the teachers are most likely not familiar with its content. Understanding how to evaluate teachers' core teaching quality of the AI era can be conducive to teacher development. Based on the above factors, the teaching evaluation system, which is the framework and guide for growth and development of new teachers at AT College facing the AI era, has been established. The evaluation system emphasizes that new teachers should constantly reflect on their teaching behaviors in the whole process, so as to help them to plan and design AI teaching and integrate AI technologies into their teaching practice. If the teacher's evaluation is qualified, he/she can change from the classroom leader to the student's guide with AI teaching aids in the digital classroom for his/her core teaching quality.

This study aimed to explore the optimal and efficient pedagogical and cybergogy transformation for both teachers and students in the era of artificial intelligence (AI) in English subjects at Madrasah Aliyah of Darussalam Modern Islamic Boarding School, Kepahiang, Bengkulu since the use of AI in English subject at Islamic boarding schools has been notably inadequate due to many primary concerns. The restricted technological infrastructure includes inadequate internet connectivity and insufficient access to AI gear and software. By examining the dynamics within the school, the study seeks to empower students to enhance their critical thinking, reflection, creativity, and productivity in the digital-based education era. This study used a qualitative descriptive approach, the researchers collected data through visual observation and interviews with the English teachers and students. In analyzing the data, the researchers used the interactive model of triangulation data that developed by Miles and Hubermann. The study's findings reveal several key elements for the effective implementation of pedagogical and cybergogy transformations. First, customization of learning is essential. With AI, teachers can personalize instructional materials and methods to meet individual students' needs, skill levels, and learning styles. Interactive technologies are also critical, as they increase student engagement and foster collaborative online learning. AI technology provides quick feedback and automates assessments, streamlining the evaluation process. Additionally, AI can be used to source and deliver authentic educational materials, such as news articles, podcasts, or videos, aligned with students' competence levels. Beyond improving language proficiency, AI helps develop students' critical thinking, creativity, and problem-solving skills. To fully leverage AI, teachers must also enhance their digital competencies, enabling them to integrate AI effectively into their teaching and guide students in using these technologies responsibly and ethically.

The dawn of artificial intelligence (AI) signifies a pivotal shift in medical and dental education. Integrating AI into the curriculum modernizes learning and equips future healthcare professionals with crucial tools for the 21st century. The COVID-19 pandemic revealed the limitations of conventional educational models, necessitating rapid adaptation to remote and online learning environments. This disruption expedited the transition to digital platforms, laying the foundation for further integration of technology, including AI, into medical education. What began as an emergency response has now become a permanent feature of the educational landscape, evolving from static textbooks to dynamic digital platforms that offer greater accessibility, inclusivity, and personalization of learning experiences.1 In the AI era, it is insufficient to merely digitize the curriculum; a comprehensive transformation is essential. The digital curriculum opens new avenues for interactive learning environments, simulation-based practices, and adaptive learning algorithms that respond to the individual needs of students. AI-driven tools such as virtual patient simulations, diagnostic decision-making platforms, and predictive analytics have the potential to revolutionize how medical students learn, practice, and apply their knowledge in clinical settings.2 These innovations allow for an enhanced learning experience where students can interact with realistic patient cases and make informed decisions, fostering a deeper understanding of clinical practice. One of the most promising applications of AI in medical education is its role as an educational partner. AI-powered platforms can function as personalized tutors, providing real-time feedback, adjusting learning modules based on student performance, and even predicting areas where additional support may be required.3 Adaptive learning systems can analyze the learner’s pace and comprehension, offering tailored resources to bridge knowledge gaps. This personalized approach to education ensures that no student is left behind, addressing one of the longstanding challenges of traditional, one-size-fits-all curricula. Additionally, AI can enhance clinical reasoning through simulation and data-driven case scenarios. By analyzing patterns in patient data, AI algorithms can help medical students gain deeper insights into complex clinical decision-making processes. This data-driven approach can significantly improve learners’ ability to diagnose and plan treatments, thereby improving clinical outcomes. While AI and digital tools offer substantial benefits, the role of educators remains essential in this new educational paradigm. Rather than replacing teachers, AI will augment their roles, allowing them to focus on mentorship, critical thinking, and the ethical dimensions of healthcare.4 Educators will need to reimagine their roles, becoming facilitators of learning who guide students in interpreting and applying AI-generated data in clinical settings. As AI takes on administrative tasks such as grading, educators can dedicate more time to meaningful interactions with students.5 However, this shift toward AI-driven curricula also requires significant investment in faculty development. Educators must be trained in the use of AI tools and possess a thorough understanding of their applications to ensure that AI is used responsibly and effectively in shaping future healthcare professionals. As AI becomes more integrated into medical education, addressing the ethical challenges associated with this technology becomes crucial. While AI-driven tools hold great promise, they must be designed and deployed with an acute awareness of biases, data privacy concerns, and the risk of over-reliance on algorithms in clinical decision-making.6 The digital curriculum must provide students with technical skills and a strong ethical foundation for AI use in healthcare. Students must be trained to critically evaluate AI outputs, understand their limitations, and ensure that human judgment remains central to patient care. Transforming medical curricula in the AI era is not without challenges. Digital divides, access to technology, and the initial cost of AI-driven platforms may pose barriers to widespread adoption. Institutions must ensure equitable access to resources for all students, regardless of their geographic or socioeconomic backgrounds. Moreover, regulatory bodies such as the Higher Education Commission (HEC) and the Pakistan Medical and Dental Council (PMDC) must revise standards to accommodate these technological advancements. In conclusion, the transformation of medical and dental curricula into a digital, AI-enhanced model represents not only a modernization of education but also a fundamental shift in preparing future healthcare professionals. By embracing AI as an educational partner, medical institutions can create personalized, data-driven learning environments that equip students with the skills and knowledge needed to thrive in an increasingly complex healthcare landscape. The integration of AI into the curriculum offers an opportunity to empower the next generation of doctors, enabling them to navigate future challenges with confidence and competence. Now is the time for this transformation, and it is a journey that we must embark on collectively to ensure the future of education, healthcare, and patient care.

This article explores the integration of digital skills into Human Capital Management (HCM), with a specific focus on optimizing personnel auditing in the era of Artificial Intelligence (AI). The purpose of the study is to examine how digital competencies, combined with advanced technologies, transform traditional HR practices into dynamic, data-driven processes that enhance organizational efficiency, strategic decision-making, and workforce optimization. By analyzing the evolution of personnel auditing, the study highlights the shift from manual, compliance-focused methods to AI-enhanced approaches that offer predictive insights, real-time data analysis, and automation. The research methodology employed is qualitative, based on systematic analysis of current practices, technological developments, and strategic HR frameworks. Through a comprehensive evaluation of digital tools, AI-driven systems, and HR Information Systems (HRIS), the study identifies key areas where digital skills are integrated, such as data analytics, talent acquisition, performance management, and change management. Comparative analysis is also utilized to contrast the benefits of traditional digital skills with those of AI-enhanced capabilities in HR auditing and business processes. The findings reveal that digital skills significantly improve the efficiency and accuracy of personnel audits, supporting evidence-based decision-making and proactive risk management. AI-driven technologies amplify these benefits by enabling predictive analytics, continuous monitoring, and real-time compliance tracking. Organizations that embrace digital transformation achieve greater agility, resilience, and strategic alignment, fostering a culture of continuous improvement and innovation. The study concludes that while digital skills are essential for modern HR practices, the integration of AI elevates these functions to a strategic level, driving sustainable growth and competitive advantage. However, challenges such as resistance to change, skill gaps, and data security concerns remain critical barriers. Future research should focus on developing frameworks for effective change management, continuous digital upskilling, and ethical considerations in AI-driven HR practices. This will ensure that organizations can fully leverage the transformative potential of digital skills and AI in Human Capital Management.

This study explores the urgency of the chain of knowledge transmission (sanad) in Islamic education in the era of artificial intelligence (AI). Sanad, as an authoritative mechanism for transmitting knowledge, remains relevant and essential in preserving the authenticity and integrity of Islamic teachings. The integration of AI in Islamic education offers opportunities to enhance accessibility and personalized learning but also presents challenges related to potential misinformation and the degradation of human interaction. This research employs a qualitative approach with a focus on a comprehensive literature review to analyze and synthesize relevant sources. The findings indicate that AI can be utilized to strengthen rather than replace the role of teachers and the sanad system. Therefore, this study recommends the development of a comprehensive framework to guide the integration of AI in Islamic education, emphasizing ethics, transparency, and accountability. This framework should also include guidelines for curriculum development, teacher training, and students’ digital literacy. By doing so, Islamic education can bridge the gap between tradition and technology, preparing young Muslim generations to face global challenges without compromising the core values of the sanad system.

This study analyzes the transformation of Islamic education in madrasahs through the integration of Artificial Intelligence (AI) technology as a means to strengthen Islamic values. The research aims to understand how AI can be utilized not only to enhance learning effectiveness but also to support the internalization of moral and spiritual principles in education. Using a qualitative approach with a case study design, the research was conducted in two madrasahs that have adopted AI-based learning systems. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed using thematic analysis. The findings indicate that AI technology significantly enhances learning personalization, efficiency, and student engagement. Nonetheless, the success of this digital transformation relies on the teacher’s role as a moral and spiritual facilitator rather than a passive technology user. Teachers consciously embed Islamic values such as honesty (ṣidq), discipline (istiḳāmah), and responsibility (amānah) within AI-assisted learning interactions. However, several challenges remain, including limited digital infrastructure, insufficient teacher training in AI literacy, and the absence of formal policies supporting the systematic integration of Islamic values. This study concludes that the transformation of Islamic education in the AI era must harmonize technological innovation with spiritual and ethical guidance. The synergy between technology, educators, and institutional policy is crucial to developing adaptive, value-based Islamic education.

Artificial intelligence constantly puts forward new and sensitive requirements for the knowledge transmission of law discipline, focusing on the development and reform of legal education mode in the era of artificial intelligence, and realizing the perfect integration of artificial intelligence and law. The network teaching caused by novel coronavirus epidemic is changing the teaching methods of teachers and the learning methods of students, especially the influence on the education mode of law major. In the era of artificial intelligence, legal talents should pay close attention to the social reality and actively respond to the great challenges and opportunities given by artificial intelligence and other emerging technologies. With the popularization of network education, its own shortcomings have gradually emerged. This paper investigates the views of law students on the network teaching effect of law major in the era of artificial intelligence through questionnaire survey, and summarizes the survey data to find out the shortcomings of the network teaching model. Aiming at the existing problems, this paper puts forward some innovative strategies, such as establishing a normal crisis coping mechanism, selecting ways to stimulate students' interest in learning and implementing teaching, and establishing a diversified teaching system, in the hope of improving the online teaching of law major.

Advances in artificial intelligence (AI) technology have brought about significant transformations in various sectors of life, including in the realm of education. In this context, the supervision of Islamic education as a mechanism for fostering and improving the quality of learning based on Islamic values, faces the demand to adapt to the development of technology. This article aims to explore the opportunities and challenges of Islamic education supervision in the AI era. On the one hand, AI offers various opportunities, such as optimizing learning monitoring, analyzing teacher performance data in real-time, and developing more personalized and adaptive learning models. But on the other hand, challenges also arise, including the potential reduction of spiritual values in the digitalization process, the gap in access to technology, and the need to improve digital literacy for Islamic educators and education supervisors. With a qualitative analysis approach and literature review, this article concludes that the integration of AI in Islamic education supervision must remain based on ethical principles and Islamic values, in order to be able to create a supervision system that is not only technologically efficient, but also spiritually and morally meaningful.

The integration of Artificial Intelligence (AI) techniques into various domains has revolutionized numerous industries, and Supply Chain Management (SCM) is no exception. This paper addresses the challenges encountered in SCM and the development of AI solutions within this context. Specifically, we focus on the application of AI in optimizing supply chain planning tasks. This includes forecasting demand, availability and feasibility checks for customer orders, supply chain network design and information flow inside the supply chain planning processes. However, the successful implementation of AI in SCM requires a deep understanding of both the domain-specific challenges and the capabilities and limitations of AI technologies. Thus, this paper proposes an overarching approach that facilitates collaboration between domain experts in SCM and AI experts, enabling them to jointly develop effective solutions.The paper begins by outlining the key challenges faced by SCM professionals, including demand volatility, complexities in inventory management, and dynamic market conditions. Subsequently, it delves into the challenges associated with developing AI solutions for SCM, including data quality, interpretability, and model transparency. To address these challenges, the proposed approach promotes close collaboration and knowledge exchange between SCM and AI experts. By leveraging the domain knowledge and experience of SCM experts, AI experts can better understand the special issues of SCM processes and tailor AI techniques to suit specific needs. In turn, SCM experts can gain insights into the capabilities and limitations of AI, allowing them to make informed decisions regarding the adoption and integration of AI in their supply chain planning operations. Furthermore, the paper discusses the importance of establishing a multidisciplinary team comprising experts from the fields of SCM, AI, and IT. This team-based approach fosters a holistic understanding of SCM challenges and ensures the development of AI solutions that align with business goals and practical constraints.In conclusion, this paper highlights the challenges in combining SCM and AI and proposes a collaborative approach to address these challenges effectively. By leveraging the expertise of both domain and AI experts, organizations can develop tailored AI solutions that enhance supply chain planning, improve decision-making processes, and drive competitive advantage. The proposed approach contributes to the successful integration of AI in SCM, ultimately leading to more efficient and resilient supply chains in the era of artificial intelligence.

This study reviews existing taxonomies and proposes a new educational taxonomy that fulfills the educational needs of the current era, the information and Artificial Intelligence (AI) era. The review of previous educational taxonomies revealed that although they provide insights into establishing educational objectives and learning outcomes, they still need to address recent changes and challenges in learning processes. To (1) integrate the new realities into the landscape of learning (i.e., Education for sustainable development (ESD), soft skills development, and AI), (2) maintain the classroom as the formal venue for learning, and (3) strengthen the position and role of instructors as facilitators, a new six-category two-fold hierarchy-based taxonomy is proposed (AlAfnan Taxonomy): (1) Knowledge and Comprehension, (2) Synthesis and Evaluation, (3) Ethical and Moral Reasoning, (4) Application and Strategic Thinking, (5) Creativity and Innovation, and (6) Lifelong Learning and Adaptability. The taxonomy begins with foundational levels of ‘Knowledge and Comprehension’ stressing the importance of understanding fundamental realities and concepts within specific fields. Then, it addresses the importance of ‘Synthesis and Evaluation’ as essential and crucial skills for navigating an information-rich world. ‘Ethical and Moral Reasoning’ highlights the significance of ethical decision-making, moral frameworks, and culture-based diversity. Further, the taxonomy introduces ‘Application and Strategic Thinking’, emphasizing the practical use of knowledge in real-world scenarios and the ability to devise long-term plans. ‘Creativity and Innovation’ are essential drivers of progress in an era characterized by rapid technological advancements encouraging learners to explore novel solutions and approaches. Lastly, ‘Lifelong Learning and Adaptability’ underscores the necessity of continuous learning and flexibility in response to evolving circumstances, ensuring students and graduates remain competitive and relevant throughout their lives. By nurturing a multifaceted skill set encompassing critical thinking, ethical awareness, practical application, creativity, and adaptability, this taxonomy aims to equip learners with the necessary tools to excel in a dynamic and complex world, making it indispensable for modern education.

From the perspective of training mode, the focus of education in the era of artificial intelligence will shift from the current knowledge education and skill education to personalized, critical thinking training and other educational directions; the era of artificial intelligence will promote education to pay more attention to people, especially to people’s spiritual world and emotional communication. From the perspective of education subject, in the era of artificial intelligence, students need to adapt to the intelligent learning mode and the development of cloud computing, big data, artificial intelligence and other advanced technologies has made it possible for students to achieve self-learning and critical learning; the most important responsibility of teachers is no longer to teach knowledge, but more importantly to serve as life mentors for students, helping them train critical thinking and innovative thinking, discover their own advantages and realize the value of life; artificial intelligence makes the evaluation criteria change from the original result-oriented “single” evaluation to the comprehensive and process-oriented “multi-dimensional” evaluation, and from the focus only on knowledge imparting to the focus more on critical thinking and other comprehensive quality and ability cultivation.

The integration of Artificial Intelligence (AI) into Ayurveda marks a significant advancement in traditional medical practices. This review article explores AI's multifaceted uses and relevance in the conventional Healthcare industry and Ayurveda. It also highlights the transformative potential of AI in Ayurveda while acknowledging the importance of maintaining the holistic essence of traditional practices. By embracing AI, Ayurveda can evolve to meet contemporary healthcare demands, offering a synergistic approach that combines ancient wisdom with cutting-edge technology. The article concludes with a discussion about the future of Ayurveda in the era of Artificial Intelligence.

As human society steps into the era of artificial intelligence, artificial intelligence has a profound impact on education, which provides necessary conditions and have new requirements for the innovation of foreign language teaching. The innovation of foreign language teaching in the era of artificial intelligence is mainly reflected in four aspects: the innovation of educational organization form, the innovation of education and teaching mode, the innovation of teachers’ skills and concepts, and the innovation of teaching resources selection and application. To improve the level of campus intelligence, to carry out highly customized learning, to create a smart classroom, and to establish a collaborative relationship between teachers and artificial intelligence are the ways and methods of foreign language teaching innovation. In this process, society, schools, teachers and students should cooperate well and work closely to create a better and new situation of foreign language teaching in the era of artificial intelligence.