ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 228

www.rsisinternational.org

Leveraging AI Tools for Islamic Scholarship: Podcast and eBook

Innovations in Teaching the Sunni Intellectual Tradition

Nor Iman Nabila binti Abu Bakar,

Siti Hanisah Sabri

1 2

Faculty of Islamic Studies, University Malaysia Sabah

*Corresponding Author

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000042

Received: 23 September 2025; Accepted: 30 September 2025; Published: 05 November 2025

ABSTRACT

This project integrates the use Artificial Intelligence (AI) tools to transform undergraduate’s student

engagement and learning outcomes in the Sunni Studies. The course requires students to apply digital skills in

analysing the principles of Ahl al-Sunnah wa’l-Jamāʿah (ASWJ) in comparison with divergent theological

schools such as the Muʿtazilah, Qadariyyah, and Jabariyyah assisted using AI tools in the process. The

learning activities emphasize collaborative research in preparing two interconnected outputs: a podcast as an

oral presentation medium and a mini e-book as a structured, supportive reading source. Over 10 weeks,

students in groups of 3 to 5 created podcasts (10–15 minutes) and mini eBooks on theological topics, using AI

tools like ChatGPT, Canva, Perplexity, and CapCut for content generation, design, and editing. By integrating

theology with digital innovation, the project not only strengthens students’ analytical understanding of ASWJ

thought but also equips them with transferable digital competencies, preparing them for leadership and

knowledge dissemination in the digital era. A post-test survey (n=39) revealed 97.4% of students found the

process highly engaging, 94.9% used AI tools, and 87.2% reported easier task completion. The findings

indicate that integrating podcasts and e-books into the course not only enhances digital readiness and

engagement but also demonstrates measurable pedagogical impact. This innovation bridges traditional Islamic

studies with contemporary digital tools, providing a scalable model for modernizing religious education. This

project demonstrates how AI-supported multimodal outputs can modernise Islamic theological education while

building transferable digital skills.

Keywords: Artificial Intelligence, ASWJ, Sunni, 21

Century Digital Skills, OBE

INTRODUCTION

The integration of AI-driven technologies into higher education has become essential, as these tools not only

advance students’ academic outcomes but also influence their recreational choices and broader lifestyle

practices (Chaudhary et al., 2024; Kamalov et al., 2023). Integrating AI into education offers innovative

solutions for engaging digital-native students, particularly in Islamic Studies, where theological accuracy and

cultural sensitivity are critical. This project, implemented in the Sunni Studies course require students with

producing podcasts and eBooks on topics Ahl al-Sunnah wa’l-Jamāʿah (ASWJ) in comparison with divergent

theological schools such as the Muʿtazilah, Qadariyyah, and Jabariyyah assisted with the use of Artificial

Intelligences tools. AI tools is utilised in content creation, design, and editing, enabling students to focus on

critical analysis and creativity. This approach therefore supported personalized learning method in which

mitigates individualized pacing and targeted guidance, ultimately fostering higher academic performance

alongside improved emotional resilience (Makhambetova et al., 2021). An exit survey provided empirical

evidence of high engagement and skill development. This extended abstract outlines the project’s objectives,

methodology, findings, commercial prospects, and novelty, showcasing its potential for broader educational

impact

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 229

www.rsisinternational.org

Problem Statement

Traditional teaching methods in Islamic Studies, particularly for complex theological topics like Sunni studies,

often struggle to engage digital-native students, leading to limited interaction and surface understanding.

Commonly, educators often rely on traditional rote learning techniques, which may not engage students deeply

or connect learning with life application (Wan Mamat & Baharuddin, 2025). As a results, conventional

approaches rely heavily on lectures and text-based materials, which may not cater to diverse learning styles or

foster 21st-century skills like digital literacy and creativity. Additionally, creating high-quality, culturally

sensitive educational content is time-intensive and requires technical expertise, posing challenges for both

students and educators. Furthermore, the lack of accessible, engaging tools adapted to Islamic Studies

intensifies these issues, hindering deep comprehension and practical application of theological concepts. These

challenges have stimulated academic discourse urging reforms that incorporate critical, ethical, and applied

perspectives into the traditional Islamic sciences, thereby strengthening the contemporary relevance and

vitality of Islamic studies (Hashim, 2007; Harun Baharuddin & Wan Mamat, 2025; Prima, Julhadi, & Mursal,

2025). These problems have led to calls for reform and integration of more critical, ethical, and applied

approaches to make Islamic studies more relevant and dynamic in the modern context. In this sense, the

integration of Artificial Intelligence (AI) in higher education is crucial in reshaping learning and teaching

process. With AI, institutions are not only enhancing personalized learning but also improving operational

efficiency and student success rates (Moola, 2024). This project addresses these challenges by leveraging AI

tools to empower students to create podcasts and eBooks, enhancing engagement, simplifying content

production, and ensuring theological accuracy.

Objectives

1. To Integrate Ai Tools In Content Creation, Editing, And Publishing To Equip Students With Transferable

21st-Century Digital Literacy.

2. To Produce Creative And Interactive Learning Resources That Merge Theological Depth With Digital

Innovation.

PRODUCT DESCRIPTION & METHODOLOGY

This innovation employed a practice-based teaching and learning design embedded in the continuous

assessment framework of the Kajian Ahli Sunnah wal Jamaah course. The method integrates digital media

production namely podcast creation and mini e-book development as both learning activities and evaluative

instruments. The design reflects principles of personalized and collaborative learning, in which students are

encouraged to explore topics within time framed with digital tools to produce creative yet academically

rigorous outputs.

Planning and Preparation (Weeks 1–4)

In the Planning and Preparation phase, students were first oriented to the objectives, rubrics, and assessment

expectations of the project, ensuring a clear understanding of its academic scope and evaluation standards.

They were then organized into groups of three to five members, with each group selecting a topic within Sunni

theological discourse. Each group conducted a structured literature review by referring to authoritative sources

including classical Islamic texts, contemporary academic publications, journals, fatwas, and recorded scholarly

lectures. To complement this process, students utilised AI-powered research assistants such as ChatGPT and

Perplexity for idea generation, refinement of arguments, and preliminary synthesis of references. However,

they were also required to critically evaluate AI outputs for factual accuracy and ensure all claims were

supported by authenticated scholarly sources. Specific roles were distributed within each group as moderator,

panelist, researcher, and editor to personalized engagement. Importantly, from this stage onwards, students

were informed that their research and discussions would later be transformed into two interconnected outputs;

a podcast as an oral presentation medium and a mini e-book as a structured, supportive reading source.This

deliberate combination of traditional scholarship and AI-enhanced tools ensured both academic rigor and

digital fluency in the preparatory stage.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 230

www.rsisinternational.org

Podcast Production (Weeks 5–6)

The second phase focused on the transformation of research findings into an audio-based output. Students

drafted scripts or discussion outlines, with AI-assisted drafting tools used to refine language and generate

guiding prompts. Trial recordings were conducted to ensure clarity and flow, with AI transcription services

used for reviewing coherence. Final podcast recordings were produced using Anchor, Audacity, or

GarageBand, CapCut, Audio Cleaner AI, supported by AI-enhanced features such as noise reduction and auto-

levelling. The podcast served as the primary oral dissemination tool, translating theological content into an

engaging conversational format suitable for peer learning. By combining AI support with human collaboration,

students developed communication strategies that were academically rigorous yet accessible to a wider

audience.

Editing and Digital Publishing (Weeks 7–9)

In the Editing and Publishing phase, students worked on refining both their podcast and mini e-book outputs.

Audio editing was carried out using Audacity, GarageBand, or CapCut, where AI-assisted tools enabled

automatic background noise removal, sound balancing, and trimming of redundant sections. Simultaneously,

groups developed their mini e-books to complement the podcast, expanding on theological arguments with

structured academic writing. Drafting and revising were supported by ChatGPT, Gemini Ai, for language

polishing and idea restructuring, while referencing tools ensured proper citation of sources. Design platforms

such as Canva Ai and Slidesgo, were supplemented with AI-generated visual aids, including infographics and

conceptual diagrams, which enhanced clarity and reader engagement without compromising scholarly

accuracy. Final outputs were formatted into MP3 and PDF files, uploaded to platforms such as Issuu,

FlipHTML5, or Notion, and linked with QR codes for interactive access. The integration of AI at this stage

facilitated efficiency in editing, improved visual communication, and allowed students to experience academic

publishing within a digitally enriched environment.

Presentation and Evaluation (Week 10)

During the Presentation and Evaluation phase, each group prepared a poster that integrated both the visual and

digital components of their project. The poster displayed the custom cover design of the group’s audio podcast,

which was produced using AI-assisted design platforms such as Canva and Adobe Firefly to ensure

professional quality and thematic coherence with the course content. To enable interactive access to the

complementary written resource, a Quick Response (QR) code was embedded within the same poster.

Scanning the QR code directed viewers to the group’s mini e-book, thereby linking the auditory and textual

outputs and allowing peers and instructors to engage with both formats in a single presentation medium.

Assessment was carried out through structured rubrics focusing on content accuracy, clarity of communication,

creativity, digital literacy, and proper academic referencing. Students also provided peer reflections, thereby

cultivating critical and collaborative feedback practices. Importantly, the use of AI throughout the process did

not replace scholarly rigor but instead functioned as a supplementary mechanism, enabling students to refine

their ideas, reduce performance anxiety, and present with greater confidence. This holistic integration of AI

technologies into both production and assessment reinforced the personalized learning approach by allowing

flexible pacing, targeted support, and enriched academic outcomes.

POTENTIAL FINDINGS AND COMMERCIALISATION

Findings

The findings from both the pre-course and exit surveys provide strong evidence that the dual-output innovation

(podcast and e-book) successfully enhanced student learning in the course. In the pre-survey, students

expressed moderate to strong confidence in using podcasts and e-books as learning tools, though a notable

proportion indicated a need for further training or guidance. This reflects an initial readiness coupled with

uncertainty, which is consistent with earlier studies suggesting that students are generally open to adopting

educational technologies but may lack confidence in their effective application (cf. Makhambetova et al.,

2021).

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 231

www.rsisinternational.org

Following the implementation, end-of-course results demonstrate that this readiness translated into active

engagement and positive outcomes. Nearly all students (97.4%) reported using the podcast and e-book for

examination preparation, and an equal percentage indicated that these tools made learning theological course

more interesting. These findings suggest that the innovation not only met students’ expectations but also

exceeded them by increasing engagement, relevance, and enjoyment in a subject often perceived as abstract or

highly theoretical.

Table 1 Student Readiness and Engagement (Pre and Exit Survey, N=39)

Dimension

Pre-Survey

Exit Survey

Confidence with podcasts

82% expressed moderate to

strong agreement

97.4% reported actual use for exam

preparation

Confidence with e-books

85% expressed moderate to

strong agreement

97.4% reported actual use for exam

preparation

Excitement to use podcasts

& e-books

80% expressed moderate to

strong agreement

97.4% found learning very interesting

Belief in engaging learning

75% agreed it would enhance

engagement

97.4% affirmed podcasts/e-books

enhanced engagement

Table 2 Student Perceptions of AI Tool Integration (Exit Survey, N = 39)

Dimension

Yes

Maybe

Used AI tools (ChatGPT, Perplexity, Canva, Grammarly)

38 (97.4%)

–

1 (2.6%)

AI helped project completion

34 (87.2%)

1 (2.6%)

4 (10.3%)

AI enhanced creativity

35 (89.7%)

2 (5.1%)

A key dimension of this innovation lies in its integration of AI tools into the learning process. Survey data

revealed that almost all students (97.4%) used AI platforms such as ChatGPT, Perplexity, Canva, and

Grammarly during the project. Of these, 87.2% affirmed that AI made the task easier, while 89.7% reported

that it enhanced their creativity. This indicates that AI did not function merely as a convenience tool but as a

supportive mechanism that facilitated idea generation, language refinement, and design enhancement.

Importantly, students were required to evaluate AI-generated content by comparing it with authentic Islamic

scholarly sources, ensuring that the use of AI upheld the accuracy and trustworthiness expected in theological

studies. This aligns with the broader discourse on AI literacy, which emphasizes equipping students not only

with technical skills but also with critical evaluative competencies in the use of digital tools.

Commercialisation

Beyond the classroom, this innovation has real potential to be shared and sustained more widely. The podcasts

and e-books created by students can be collected into a digital library for future cohorts, serving as a lasting

learning resource. With further development, these outputs could also be shared as open-access materials,

making Islamic studies more accessible to the community. It is supported by the study conducted by Parmar

(2025) found that digital library use among students is frequent and positively linked to academic performance

due to the convenience of accessing the resources. Students are gradually shifting away from traditional

physical libraries toward digital platforms, which they perceive easier for information retrieval. In terms of

frequency, the most common usage pattern is weekly access (45%), followed by daily use (30%), while

monthly and rare usage are least reported. This indicates a strong reliance on digital resources for both

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 232

www.rsisinternational.org

continuous study and specific assignments. Regarding resource preference, e-books (70%) and online journals

(65%) emerge as the most widely used, whereas databases and research portals are accessed less frequently,

likely due to their specialized nature. Importantly, the study also found a positive correlation between frequent

digital library usage and improved academic performance, including higher GPA scores and enhanced skill

development.

Apart from that, at the institutional level, the method can be expanded into a training program for lecturers,

showing practical ways to integrate AI into teaching and assessment. The dual-output model is also flexible

enough to be applied in other fields, such as language, history, and social sciences, making it highly adaptable.

From a broader perspective, the project could be developed into a teaching toolkit that includes templates,

guides, and examples for universities interested in modernising their assessment practices. This ensures

sustainability and creates opportunities for collaboration, while also preparing educators and students for a

future where AI is part of everyday learning

NOVELTY AND RECOMMENDATIONS

The novelty of this innovation lies in its ability to merge multimodal learning with AI integration in the context

of Sunni Studies, a combination that has rarely been explored in theological education. By transforming the

same research material into two complementary outputs; a podcast and a mini e-book therefore introduces

fresh approach to assessment that goes beyond conventional written assignments. The podcast highlighted oral

communication, collaboration, and creativity, while the e-book fostered academic writing, referencing, and

digital publishing skills. Together, these dual modalities created a distinctive framework that reinforced

comprehension and retention while supporting diverse learning preferences.

Unlike traditional models, this approach also embodies the principles of personalized learning. Students were

able to progress at their own pace, adopt differentiated roles, and contribute according to their individual

strengths and interests, making the learning process more inclusive and empowering. A further element of

novelty is the incorporation of AI tools (such as ChatGPT, Perplexity, Canva, and Grammarly) into the creative

process. AI was not treated as a shortcut but as a learning partner, helping students generate ideas, enhance

creativity, and refine their work while requiring them to critically cross-check outputs against authentic Islamic

and academic sources. This balance of technological innovation with scholarly integrity represents an original

contribution to the field. (Chaudhary et al., 2024; Kamalov et al., 2023)

Finally, the project expands the scope of theological learning by aligning it with 21st-century skills and the

aspirations of Sustainable Development Goal 4 (Quality Education). Aligning the 4 Cs (Critical Thinking,

Creativity, Collaboration, Communication) with course learning outcomes involves clearly defining what

students should be able to do related to each skill by the end of the course. Hence, AI technologies are

emerging as powerful drivers of SDG 4 (Quality Education) in higher education institutions by fostering

student-centered, personalized, and higher-quality learning environments (Kalnina et al., 2024). Remote

learning platforms powered by AI also expand access and flexibility, allowing students from diverse

backgrounds to participate in higher education (Chomiak-Orsa & Smolag, 2024). In conclusion, this review

demonstrates that AI tools have significant potential to advance SDG 4 higher education institution by

supporting personalized learning, institutional efficiency, and inclusive access (Apata et al., 2025).

The Model Demonstrates That Abstract Theological Concepts Can Be Translated into Engaging, Student

Orientation Concept That Cultivate Digital Literacy, Critical Thinking, And Collaborative Skills. This

Integration of Pedagogy, Ai, And Theology Marks A Novel Direction for Islamic Higher Education and

Positions the Dual-Output Model as A Replicable Framework Across Other Disciplines.

While The Data Collected Are Perception Based Rather Than Experimental, The Comparison Between Pre-

Course Readiness and End-Of-Course Outcomes Provides Clear Evidence That the Innovation Achieved Its

Intended Impact. Students Not Only Expressed Confidence and Enthusiasm Prior To Implementation but Also

Reported High Levels of Actual Usage, Engagement, And Creativity Afterward, Demonstrating the

Educational Value of Ai-Supported Multimodal Learning.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 233

www.rsisinternational.org

Nevertheless, Artificial Intelligence (AI) integration in higher education demonstrates significant potential for

reshaping learning, teaching, and administrative processes. By enabling personalized learning, improving

operational efficiency, and increasing student success rates (Moola, 2024), However, this potential emphasises

the need for explicit policies to ensure that AI functions strictly as a supportive tool rather than as a

replacement for human roles. As highlighted by the U.S. Department of Education (2023), policies should

prioritize keeping students, educators, and parents at the center of decision-making so that technological

innovation enhances rather than displaces human roles.

ACKNOWLEDGEMENTS

The authors express sincere appreciation the Faculty of Islamic Studies, Universiti Malaysia Sabah, for

supporting this project and providing the necessary facilities. We also thank the students of the Kajian Ahli

Sunnah wal Jamaah course (Semester 2, 2024/2025) for their active participation and constructive feedback.

REFERENCES

1. Apata, O. E., Ajose, S. T., Apata, B. O., Olaitan, G. I., Oyewole, P. O., Ogunwale, O. M., Oladipo, E.

T., Oyeniran, D. O., Awoyemi, I. A., Ajobiewe, J. O., Ajamobe, J. O., Appiah, I., Fakhrou, A. A., &

Feyijimi, T. R. (2025). Artificial Intelligence in Higher Education: A Systematic Review of Contributions to

SDG 4 (Quality Education) and SDG 10 (Reduced Inequality). Preprints.

https://doi.org/10.20944/preprints202506.2369.v1

2. Chaudhary, A. A., Arif, S., Calimlim, R. F., Khan, S. Z., and Sadia, A. (2024). The impact of AI-powered

educational tools on student engagement and learning outcomes at higher education level. Int. J. Contemp.

Iss. Soc. Sci. 3, 2842–2852. Available at: https://ijciss.org/index.php/ijciss/article/view/1027

3. Chaudhary, A. A., Arif, S., Calimlim, R. F., Khan, S. Z., and Sadia, A. (2024). The impact of AI-powered

educational tools on student engagement and learning outcomes at higher education level. Int. J. Contemp.

Iss. Soc. Sci. 3, 2842–2852. Available at: https://ijciss.org/index.php/ijciss/article/view/1027

4. Chomiak-Orsa, I., & Smolag, K. (2024). Remote learning technologies in achieving the fourth Sustainable

Development Goal. In S. Nowaczyk et al. (Eds.), ECAI 2023 Workshops, CCIS 1948 (pp. 140–147).

Springer.

5. DOI:10.1007/978-3-031-50485-3_12

6. Harun Baharuddin, W. R. S., & Wan Mamat, W. R. (2025). Challenges faced by Islamic education teachers

in teaching the subject of Al-Qur’an in primary schools. International Journal of Academic Research in

Business and Social Sciences, 15(1), 1–12. https://doi.org/10.6007/IJARBSS/v15-i1/24619

7. Hashim, R. (2007). Intellectualism in higher Islamic traditional studies: Implications for the curriculum.

American Journal of Islamic Social Sciences, 24(3), 92–115. http://irep.iium.edu.my/25396/1/920_ajiss24-

3-stripped_-_Hashim__Intellectualism_in_Higher_Islamic_Traditional_Studies.pdf

8. Kalniņa, D., Nīmante, D., & Baranova, S. (2024). Artificial intelligence in higher education: Opportunities

and challenges for teachers and students. Frontiers in Education, 9, Article 1501819.

https://doi.org/10.3389/feduc.2024.1501819

9. Kamalov, F., Santandreu Calonge, D., and Gurrib, I. (2023). New era of artificial intelligence in education:

towards a sustainable multifaceted revolution. Sustain. https://doi.org/10.3390/su151612451

10. Komatina, D., Miletić, M., & Mosurović Ružičić, M. (2024). Embracing artificial intelligence (AI) in

architectural education: A step towards sustainable practice? Buildings, 14(8), 2578.

https://doi.org/10.3390/buildings14082578

11. Moola, S. (2024, June 14). Benefits of AI in higher education. Regent Business School.

https://regent.ac.za/blog/benefits-of-ai-in-higher-education

12. Parmar, N. D. (2025). The role of digital libraries in enhancing academic performance of college students

from Ahmedabad city. International Journal of Applied Research, 11(8), 390–394.

https://doi.org/10.22271/allresearch.2025.v11.i8e.12833

13. Prima, R., Julhadi, J., & Mursal, M. (2025). Transformation of Islamic studies in the digital era:

Opportunities and challenges. Journal of Nahdlatul Hijrah Leadership, 2(3).

https://doi.org/10.70177/jnhl.v2i3.1938

14. Thornhill-Miller B, Camarda A, Mercier M, Burkhardt JM, Morisseau T, Bourgeois-Bougrine S, Vinchon F,

El Hayek S, Augereau-Landais M, Mourey F, Feybesse C, Sundquist D, Lubart T. Creativity, Critical

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Page 234

www.rsisinternational.org

Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century

Skills for the Future of Work and Education. J Intell. 2023 Mar 15;11(3):54.

doi: 10.3390/jintelligence11030054

15. U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the

future of teaching and learning: Insights and recommendations.

https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf

16. Wan Mamat, W. R. S., & Baharuddin, H. (2025). Challenges faced by Islamic education teachers in

teaching the subject of Al-Qur’an in primary schools. International Journal of Academic Research in

Business and Social Sciences, 15(1). https://doi.org/10.6007/IJARBSS/v15-i1/24619