Аннотация
The rapid integration of AI tutors presents unprecedented challenges to traditional pedagogical models. Within Islamic education, this disruption necessitates a proactive, systematic exploration to ensure future learning environments remain ethically grounded and effective. This study utilizes an Islamic Futures Studies framework to investigate the evolving landscape of Muslim learning. It aims to construct plausible, divergent scenarios for how Muslim learners will interact with AI tutors by 2040. The research employs a qualitative, scenario-planning methodology. A two-round Policy Delphi survey involving 25 experts in Islamic education, futures studies, and AI ethics was conducted. Data analysis identified key uncertainties and driving forces, forming a 2x2 scenario matrix. The analysis yielded four scenarios: “The Digital Halalqa” (AI as master-apprentice tool), “The Personalized Imam” (hyper-customized guidance), “The Mu’tazilite Machine” (AI fostering rationalist inquiry), and “The Algorithm of Authority” (AI reinforcing dogmatic uniformity). Each scenario uniquely challenges traditional pedagogy. The future of Muslim learning with AI is not predetermined. These scenarios are strategic tools for educators and policymakers, highlighting the critical need for proactive engagement to shape an ethically aligned technological integration.