The rapid development of Artificial Intelligence (AI) has transformed educational practices worldwide, including Islamic Education. This study aims to systematically review the literature on the integration of AI applications in Islamic Education, focusing on ethical concerns and the effectiveness of AI as a learning support tool. A Systematic Literature Review (SLR) approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed. Relevant articles published between 2022 and 2026 were identified from Scopus, Web of Science, and Google Scholar, with the final literature search conducted on 27 January 2026. Eight eligible studies were analysed through qualitative synthesis and quality appraisal using the Mixed Methods Appraisal Tool (MMAT). The findings revealed two major themes. First, ethical concerns surrounding AI involve issues of epistemological authority, information accuracy, academic integrity, and compliance with Islamic values and Shariah principles. Second, AI demonstrates significant potential in enhancing learning effectiveness through personalised learning, cognitive support, self-directed learning, and improved academic efficiency. Nevertheless, AI should function as a supplementary educational tool rather than an authoritative source of Islamic knowledge. The study concludes that effective integration of AI in Islamic Education requires continuous pedagogical guidance, digital literacy, and a Shariah-based ethical framework to ensure alignment with Islamic educational objectives.
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