The Role of Artificial Intelligence in Qur'anic Education and Interpretation: A Phenomenological Study of Its Requirements among Scholars in Fars Province, Iran
DOI:
https://doi.org/10.23917/qist.v5i3.17026Keywords:
Qur'an Education, Iran, Artificial Intelligence, Phenomenology, Qur'an InterpretationAbstract
Purpose - This study examines the requirements for employing artificial intelligence (AI) in Qur'anic education and interpretation, focusing on how Qur'anic scholars and instructors in Fars Province, Iran, perceive the conditions necessary for its effective, ethical, and pedagogically appropriate use.
Design/methodology/approach - The study adopts a qualitative phenomenological design using Colaizzi's seven-step analytical procedure. Data were collected through in-depth, semi-structured interviews with ten faculty members in Qur'anic sciences and Hadith and experienced Qur'anic instructors in Fars Province. Participants were selected through purposive and theoretical sampling until theoretical saturation was achieved. The interview data were subjected to thematic analysis, with credibility, dependability, confirmability, and transferability addressed through validation procedures.
Findings - The analysis generated three principal categories: preliminary and infrastructural requirements, foundational and principled requirements, and technical and operational requirements. These comprised eight subcategories and 45 sub-concepts. The findings indicate that AI can support personalized learning, Qur'anic recitation, comprehension, multimodal instruction, and the integration of Qur'anic knowledge. However, its effective use requires reliable infrastructure, organized and credible Qur'anic data, trained educators, ethical safeguards, source verification, content validation, professional supervision, and interdisciplinary cooperation.
Research implications/limitations - The framework provides practical guidance for educational institutions, Qur'anic centers, policymakers, and technology developers. However, the study is limited by its ten participants from a single province and its reliance on self-reported perceptions rather than observed AI-supported instruction.
Originality/value - The study provides an empirically grounded phenomenological framework that connects AI, Qur'anic pedagogy, and ethical requirements for sacred-text education, extending AI-in-education research into the specific epistemic context of Qur'anic learning and interpretation.
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Copyright (c) 2026 Mohammad Sharifani, Nasrin Alavinia, Kerwanto Kerwanto, Cipta Bakti Gama, Akmal Kamil
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