ARTIFICIAL INTELLIGENCE (AI) LITERACY AND ITS INTEGRATION IN DAILY LESSON PLANNING OF PRIMARY SCHOOL ISLAMIC EDUCATION TEACHERS

Abstract

This study examines the level of Artificial Intelligence (AI) literacy among primary school Islamic Education teachers and the challenges associated with integrating AI into daily lesson planning. AI literacy in this study encompasses three core dimensions, namely foundational knowledge of AI, practical skills in applying AI-based tools, and the ability to critically and ethically evaluate AI use within the context of Islamic education. In line with the rapid advancement of educational technology, AI has the potential to support lesson planning through instructional material generation, content differentiation, and reflective pedagogical support. This study employed a quantitative approach using a descriptive and correlational survey design involving 210 Islamic Education teachers from primary schools in the Hulu Langat district, Selangor. Data were collected through an online questionnaire and analysed using descriptive and inferential statistics to determine teachers’ levels of AI literacy, the challenges of AI integration in lesson planning, and the relationship between these variables. The findings indicate that teachers demonstrate a moderately high level of AI literacy, while challenges related to AI integration remain at a moderate level. Pearson correlation analysis revealed a weak but statistically significant negative relationship between AI literacy and AI integration challenges, suggesting that higher levels of AI literacy may contribute to the reduction of technical, pedagogical, and ethical barriers in lesson planning. Overall, the study highlights the importance of continuous, value-based AI literacy development as a critical prerequisite for effective and ethical AI integration in Islamic education, particularly at the primary school level.