DEVELOPING AN ETHICAL-PEDAGOGICAL FRAMEWORK FOR AI-ASSISTED MAH?RAH KIT?BAH LEARNING: A WAHDATUL ‘UL?M PERSPECTIVE
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Abstract
The rapid advancement of Artificial Intelligence (AI) has transformed Arabic language learning, particularly Mah?rah Kit?bah (writing skills). Generative AI enables students to receive immediate assistance in translation, text composition, grammatical correction, and academic writing. However, its integration into learning also raises pedagogical and ethical concerns, including cognitive dependency on AI, diminished authenticity of students’ academic work, weakened critical thinking, and challenges to academic integrity. This study develops an ethical-pedagogical framework for AI-assisted Mah?rah Kit?bah learning from the perspective of the Wahdatul ‘Ul?m paradigm. Employing a qualitative library research design, the study adopts philosophical, pedagogical, and ethical-normative approaches. Data were collected from scholarly literature on AI in education, Arabic language pedagogy, academic integrity, and the Wahdatul ‘Ul?m paradigm, and analyzed using content analysis. The findings indicate that AI should function as a learning support tool rather than a substitute for students’ intellectual processes. The study proposes an ethical-pedagogical framework that integrates academic integrity, the authenticity of students’ academic work, critical thinking, lecturers’ pedagogical supervision, and academic adab to support the ethical implementation of AI in Mah?rah Kit?bah learning based on the Wahdatul ‘Ul?m paradigm.
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