When Technology Becomes a Partner in Education: An Evaluative Study of the Impact of Intelligent Systems on the Islamic Values of Children.

Abstract

Values represent the essence of human identity and the guiding foundation of human behavior. However, technological dominance and accelerated digitalization have profoundly disrupted the moral balance, leading to human alienation and the decline of rationality in favor of digital consumption. The intensity of this challenge has increased for the Muslim child, as early upbringing based on values constitutes the fundamental safeguard for preserving their innate disposition and protecting them from intellectual and behavioral deviation.

This paper addresses a central question: Are we educating the Muslim child to use technology, or has technology with its algorithmic worlds and artificial intelligence become an actual partner that competes with parents and institutions in raising the child and shaping their values?

The study adopts an academic analytical approach to examine the mechanisms of interaction between the child and technology, moving beyond the impractical option of digital isolation toward proposing a model of “rational digital education.” The paper also examines the nature of algorithms and the extent to which technology designers take into consideration the developmental and ethical characteristics of children, amid the dominance of the attention economy and companies’ efforts to activate mechanisms of digital addiction.

The study concludes that confronting this challenge does not lie in prohibition, but rather in the ethical regulation of technology and the rationalization of digital presence, by transforming technology from a parallel educational authority that shapes awareness into merely a tool serving identity, thereby ensuring the restoration of the family’s original role in value-based upbringing and the preservation of sound human nature.