Algorithmic Theology: The Competence of AI Models in Teaching Fundamentals of Islāmic Faith at the 9th-Grade Level

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Sayın G.

Şırnak Üniversitesi İlahiyat Fakültesi Dergisi , cilt.40, ss.111-139, 2026 (ESCI, TRDizin)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40
  • Basım Tarihi: 2026
  • Doi Numarası: 10.35415/sirnakifd.1930758
  • Dergi Adı: Şırnak Üniversitesi İlahiyat Fakültesi Dergisi
  • Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.111-139
  • İnönü Üniversitesi Adresli: Evet

Özet

This study evaluates the pedagogical, theological, and epistemological competence of

generative AI models—ChatGPT (GPT-4o), Claude (3.5 Sonnet), and Gemini—within the

specific context of 9th-grade religious education. As the integration of artificial intelligence

into educational processes and information systems becomes more widespread, its ability to

articulate sensitive theological issues requires critical empirical scrutiny. Employing a

qualitative document analysis methodology, the research focuses on the “Fundamentals of

Faith in Islām” unit of the 9th-grade Religious Culture and Moral Knowledge textbook. The

primary data consists of AI-generated responses to three core activity questions concerning

the nature of faith, the relationship between Allah and prophets, and the social benefits of

belief. These outputs were evaluated based on age-appropriateness, conceptual accuracy,

pedagogical suitability, and value development. Findings reveal distinct model profiles:

ChatGPT emphasizes contextualization and motivation; Claude prioritizes analytical depth;

and Gemini adopts a systematic, information-centric approach. However, despite these

functional strengths, the study identifies significant limitations, including superficial

explanations of core doctrines, inconsistencies in citing sacred texts, and a lack of depth in

areas requiring religious authority. It can be observed that, at the end of these processes, an

algorithmic theology emerges. By utilizing a scenario-based approach to reflect a student’s

typical homework experience, this research transcends theoretical debate to provide

concrete evidence of AI’s current performance in religious education. Consequently, the

study offers an evidence-based framework for “algorithmic theology,” highlighting the

necessity for critical AI literacy among religious educators to ensure theological accuracy

and pedagogical integrity in digital learning environments.