Formulating a Normative Typology of Student Generative AI Use Beyond the Binary of Islamic Permissibility

Abstract

The development of Generative Artificial Intelligence (GenAI) in education presents both opportunities and ethical challenges for learners. On one hand, GenAI can facilitate learning processes, information retrieval, idea development, and the provision of feedback. On the other hand, its use carries the potential for academic dishonesty, intellectual dependency, the dissemination of unverified information, and the shifting of academic responsibility onto technology. This study aims to analyze the ethics of GenAI usage by learners from an Islamic legal perspective and to formulate normative principles to guide its use in academic activities. The research employs a normative-juridical approach utilizing a literature review method. Data sources include Islamic legal texts, literature on maqāṣid al-sharī’ah (objectives of Islamic law), scholarly articles on GenAI and education, and policy documents regarding artificial intelligence usage. A descriptive-analytical approach is used to correlate Islamic legal principles with the characteristics and issues surrounding GenAI use in learning. The findings indicate that GenAI is essentially a wasīlah (means), the legal status of which is determined by the purpose, method, and impact of its use. Using GenAI as a tool to comprehend material, develop ideas, practice, and obtain feedback is permissible, provided it does not supplant the learner’s intellectual responsibility. Conversely, using GenAI to commit fraud, falsify work, conceal AI contributions, or gain unfair academic advantage contravenes the principles of ṣidq (truthfulness) and amānah(trustworthiness) and may be classified as ḥarām (forbidden). The maqāṣid al-sharī’ah perspective—specifically ḥifẓ al-’aql (preservation of the intellect) and ḥifẓ al-dīn (preservation of religion)—underscores the importance of maintaining intellectual independence and practicing tabayyun (verification) regarding AI-generated information. The study formulates five ethical principles for learners’ use of GenAI: maslahat (public interest/benefit), ṣidq, amānah, tabayyun, and ḥifẓ al-’aql. Thus, Islamic law is not anti-technology; rather, it provides a normative framework ensuring that GenAI is used to support the best interests of education without compromising human integrity and responsibility.