Digital Madrasa Assessing the Pedagogical Validity of AI-Generated Tafsir in Islamic Religious Education

ABSTRACTThe rise of large language models in Islamic education has given rise to a “digital madrasa,” where learners obtain AI-generated tafsir, fiqh explanations, and Qur’anic commentary outside the traditional frameworks of isnad and tarbiyyah. This shift raises a pressing pedagogical question: can AI-produced tafsir function as a valid instructional resource in Islamic religious education, and if so, under what conditions? Current debates are split between views that emphasize expanded access and those that warn of theological disruption, yet both lack systematic empirical support.This seminar fills that gap by evaluating the pedagogical validity of AI-generated tafsir using a mixed-methods approach that combines grounded theory with algorithmic auditing. The study examines 120 tafsir outputs from ChatGPT-4o, IslamicGPT, and Gemini, comparing them to classical works by al-Tabari, al-Qurtubi, and Ibn Kathir. It also draws on semi-structured interviews with 18 Islamic studies teachers and 24 madrasa students in Nigeria. The analysis examines four areas: theological and linguistic accuracy, impact on learning and character formation, ethical concerns such as bias and hallucination, and comparative roles across religious traditions.Results show that AI-generated tafsir is reasonably accurate for linguistic and legal interpretations but falls short in theological depth, representation of madhhab variety, and its ability to support tarbiyyah. While the technology improves access and student engagement, it does not replicate the embodied authority, adab, and moral formation that define classical Islamic pedagogy. A comparison with AI-mediated Christian metanoia and Yoruba cleansing practices reveals a common pedagogical focus on acknowledgment and reflection, though the traditions differ on the necessity of human mediation.The seminar concludes that AI-generated tafsir is pedagogically valid only when used as a supportive tool under the supervision of a qualified ustadh. It introduces a Human-in-the-Loop Tafsir Framework to guide responsible integration. The study contributes to the fields of theology and technology by offering evidence-based standards for assessing AI in sacred education and by enhancing interfaith insight into digital mediation of repentance and purification.Keywords: AI Tafsir, Islamic education, pedagogical validity, algorithmic auditing, tawbah, interfaith theology