Abstract: The rapid expansion of technological innovation has transformed educational systems globally, reshaping instructional delivery, knowledge production, and student engagement through artificial intelligence, virtual learning platforms, algorithm-driven media, and digital communication systems. While these innovations provide significant opportunities for educational accessibility, personalization, and global knowledge exchange, they simultaneously generate ethical, epistemological, and moral concerns within Islamic educational contexts. This conceptual paper critically examines the relationship between technological innovation and Islamic-based educational values by exploring the tensions between secular digital architectures and the ethical foundations of Islamic pedagogy. Grounded in Islamic educational philosophy, Maqasid al-Shariah, and critical digital pedagogy, the study analyzes how emerging digital systems influence Tarbiyah, Adab, Akhlaq, Suhbah, and the Murabbi–Mutarabbi relationship within contemporary learning environments. Using a qualitative conceptual methodology based on critical interpretive analysis of scholarly literature, the paper identifies major challenges including algorithmic distraction, exposure to unethical content, digital dependency, epistemological secularization, and the erosion of spiritual mentorship. Simultaneously, the study highlights opportunities such as enhanced access to Islamic scholarship, AI-assisted learning, global scholarly collaboration, and digital da’wah. The paper proposes an Islamic Ethical Digital Education Framework grounded in ethical regulation, value-centered curriculum design, digital Tarbiyah systems, educator capacity development, and culturally responsive Islamic educational technologies. The study concludes that technological innovation is not inherently incompatible with Islamic education; rather, its educational legitimacy depends on ethical governance and alignment with Islamic epistemological principles.
Keywords: Technological innovation, Islamic education, digital ethics, Tarbiyah, AI in education, Islamic pedagogy, educational technology
DOI: 10.36349/zamijoh.2026.v04i02.016
author/Aminu, A. G., Sani, A. M., Yahya, S. L. & Sani A. I.
journal/Zamfara IJOH Vol. 4, Issue 2
