The Influence of Religiosity Level on AI Acceptance among Islamic Education Students in Blended Learning

Abstract

The rapid development of artificial intelligence (AI) in higher education has intensified debate about how personal values, including religiosity, shape students’ technology acceptance. This study examined the influence of religiosity on AI acceptance and use among students in an Islamic Religious Education program within blended learning. A quantitative correlational design involved 52 students from two classes in Eastern Indonesia. Religiosity was measured using the Centrality of Religiosity Scale (CRS-15), while AI acceptance and use were assessed through a Technology Acceptance Model (TAM)-based instrument. Data were analyzed using simple linear regression after classical assumptions were satisfied. Results showed that religiosity had a significant negative effect on AI acceptance and use (β = -0.45, p < 0.001), explaining 20% of the variance (R² = 0.20). Students with higher religiosity tended to report lower AI acceptance. These findings highlight the importance of value-sensitive AI integration strategies that respect students’ religious perspectives while supporting responsible technology adoption in higher education contexts and pedagogical innovation.