The integration of artificial intelligence (AI) technology has now expanded into various sectors, including the dynamics of religious practice and Islamic education. This phenomenon triggers a profound need to understand how Muslim groups, with different ideological backgrounds, respond to the presence of such technology in their daily lives.
A collaborative research project conducted in mid-2026 involved 367 students from various Islamic higher education institutions in Indonesia and Malaysia. Using the Technology Acceptance Model (TAM) approach, the researchers dissected the differences in perception between traditional and modern Muslim groups regarding the ease of use, benefits, and intensity of AI utilization in Islamic studies.
The results of the analysis using the Structural Equation Modeling-Partial Least Squares (SEM-PLS) method showed that, in general, respondents gave a positive response to AI technology. However, deeper analysis revealed fundamental differences in usage motivation. The group of traditional Muslim students tended to place practical usefulness as the primary consideration before deciding to use AI. On the other hand, modern Muslim students were more driven by positive attitudes and their enthusiasm for technological innovation itself.
These findings make a strategic contribution to the development of future Islamic education curricula. Digital policy developers in higher education environments are urged to adapt digital literacy strategies by considering the religious orientation of the users. This step is expected to strengthen the quality of technology-based education while supporting the achievement of the Sustainable Development Goals (SDGs), particularly in the aspects of quality education and digital innovation.
