Artificial Intelligence Literacy and Islamic Education: Developing an Ethical Learning Framework for Higher Education in Nigeria

Abstract

The rapid advancement of Artificial Intelligence (AI) is transforming higher education by reshaping teaching, learning, assessment, and knowledge production. While AI offers significant opportunities to improve educational effectiveness and accessibility, it also raises critical ethical concerns related to academic integrity, data privacy, bias, accountability, and responsible technology use. In the context of Islamic higher education, these challenges necessitate the development of educational frameworks that integrate technological competencies with ethical and moral values. This study aims to develop an ethical learning framework that combines AI literacy and Islamic educational principles in higher education institutions in Nigeria. Using a qualitative approach based on literature review and conceptual analysis, the study examines contemporary perspectives on AI literacy, Islamic educational philosophy, character formation, and ethical learning practices. The findings indicate that AI literacy should extend beyond technical skills to include critical thinking, ethical reasoning, digital responsibility, and awareness of the social implications of AI technologies. Furthermore, Islamic educational values such as honesty (amanah), justice (adl), responsibility (mas'uliyyah), wisdom (hikmah), and accountability (muhasabah) provide a strong ethical foundation for guiding students’ interactions with AI-based systems. The proposed framework emphasizes the integration of technological competence, moral character development, ethical decision-making, and sustainable digital citizenship. The study argues that Islamic higher education institutions in Nigeria have a strategic role in preparing graduates who are not only technologically competent but also ethically responsible in navigating the challenges of the digital era. This framework contributes to the growing discourse on AI ethics in education by offering a contextually grounded model that aligns technological innovation with religious and moral values.