Main Article Content
Abstract
The increasing use of artificial intelligence (AI) in higher education offers new opportunities for enhancing distance learning. However, limited research exists on how AI-supported environments can simultaneously promote academic achievement, learner autonomy, sustainability awareness, and values-based education, especially within Islamic higher education. This study addresses this gap by developing and evaluating an AI-supported adaptive navigation model that integrates personalized learning with Sustainable Development Goals (SDG)-oriented and values-based principles. Using a quasi-experimental design, 84 undergraduate students from an Islamic institution in Uzbekistan were assigned to either an experimental group (n=42) using the AI platform or a control group (n=42) receiving traditional online instruction. Data were collected via achievement tests, engagement questionnaires, system analytics, motivation scales, and technology acceptance measures, then analyzed through descriptive statistics, t-tests, regression, and ANCOVA. Results showed the experimental group achieved significantly higher learning outcomes (M=82.63) than the control (M=74.18). They also exhibited greater engagement, autonomy, and sustainability awareness, illustrating the positive impact of the AI approach. Students expressed favorable views on ethical technology use, inclusive education, and the social benefits aligned with SDG 4. Overall, AI-supported adaptive navigation enhances learning by combining personalized feedback, structured pathways, and values-driven experiences. Theoretically, this study contributes to the emerging concept of values-based AI in education by combining Islamic educational philosophy, the Community of Inquiry framework, and Self-Determination Theory, highlighting how intelligent environments support meaningful learning, empowerment, and ethics. Practically, it underscores the potential of ethical digital environments to foster sustainable, inclusive, value-driven higher education within Islamic contexts.
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References
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- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. Retrieved from https://www.jstor.org/stable/249008
- Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
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References
Abbas, A. M., Hamid, T., Iwendi, C., Morrissey, F., & Garg, A. (2023). Improving Learning Effectiveness by Leveraging Spaced Repetition (SR). In N. Venkataraman, L. Wang, X. Fernando, & A. F. Zobaa (Eds.), Big Data and Cloud Computing (Vol. 1021, pp. 145–160). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-1051-9_10
Al-Attas, S. M. N. (1980). The concept of education in Islam. Kuala Lumpur, Malaysia: ABIM.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. Retrieved from https://www.jstor.org/stable/249008
Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Nafsi, N.R.R., & Maryanti, M. (2022). Analysis of teacher skills in e-learning content development during distance learning during the covid-19 pandemic. ASEAN Journal for Science Education, 1(1), 23-32. Retrieved from https://ejournal.bumipublikasinusantara.id/index.php/ajsed/article/view/14
Ngalomba, S., Mkwananzi, F., & Mukwambo, P. (2025). Internationalization at a distance via virtual mobility in the Global South: Advances and challenges. British Journal of Educational Technology, 56, 927–946. https://doi.org/10.1111/bjet.13557
Pikhart, M., Klimova, B., Cierniak-Emerych, A., & Dziuba, S. (2023). A comparative analysis of perceived advantages and disadvantages of online learning. Behavioral Sciences, 13, 262. https://www.mdpi.com/2076-328X/13/3/262#
Reskianissa, A., Sakti, A.W., & Azizah, N.N. (2022). TikTok platform to train middle school students' computational thinking skills in distance learning. ASEAN Journal of Educational Research and Technology, 1(1), 79-86. Retrieved from https://ejournal.bumipublikasinusantara.id/index.php/ajert/article/view/41
Schaal, N. C., & Raiciulescu, S. (2026). Impact of Online Learning on Achievement of Learning Objectives for Safety and Environmental Courses. American Journal of Distance Education, 40(2), 165–183. https://doi.org/10.1080/08923647.2025.2564521
Sheets, L. A., & Snyder, R. J. (2025). Relational Online Teaching: Connecting with Students at a Distance. Journal of Library & Information Services in Distance Learning, 19(4), 233–247. https://doi.org/10.1080/1533290X.2025.2552113
Shen, Y., Huang, G., Le, H., Yu, S., Xu, M., Ouyang, J., Fan, Y., & Wang, Q. (2026). “Cloud for Youth”: An implementation research of cloud-based solutions for bridging the digital divide in rural China. British Journal of Educational Technology, 57, 844–868. https://doi.org/10.1111/bjet.70037
Shen, Y., Tang, L., Le, H., Tan, S., Zhao, Y., Shen, K., Li, X., Juelich, T., Wang, Q., Gašević, D., & Fan, Y. (2025). Aligning and comparing values of ChatGPT and human as learning facilitators: A value-sensitive design approach. British Journal of Educational Technology, 56, 1391–1414. https://doi.org/10.1111/bjet.13562
Stecuła, K., & Wolniak, R. (2022). Advantages and disadvantages of e-learning innovations during the COVID-19 pandemic in higher education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8, 159. https://doi.org/10.3390/joitmc8030159
Talebiana, S., Mohammadia, H.M., & Rezvanfara, A. (2014). Information and communication technology in higher education: advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran. Procedia - Social and Behavioral Sciences, 152, 300–305. 10.1016/j.sbspro.2014.09.199
Tella, A., Oso, O. O., & Famuyiwa, S. T. (2025). Enhancing Information Delivery in Distance Learning Libraries Through Metaverse Technologies. Journal of Library & Information Services in Distance Learning, 19(1–2), 1–27. https://doi.org/10.1080/1533290X.2025.2480549
Vanbecelaere, S., Said-Metwaly, S., Van den Noortgate, W., Reynvoet, B., & Depaepe, F. (2023). The effectiveness of Tier 1 digital interventions for early reading: A meta-analysis. British Journal of Educational Technology, 54, 1397–1432. https://doi.org/10.1111/bjet.13351
Xu, K. M., Lin, L., Gorter, M., Schneider, S., Weidlich, J., Davis, R. O., Kreijns, K., & de Groot, R. (2026). Social presence: A key factor in embedding a pedagogical agent into online learning in primary education. British Journal of Educational Technology, 57, 227–242. https://doi.org/10.1111/bjet.70006
Yuhanna, I., Alexander, A., & Kachik, A. (2020). Advantages and disadvantages of online learning. Journal Educational Verkenning, 1(2), 13–19. Retrieved from https://elearningindustry.com/advantages-and-disadvantages-online-learning
Zaki, M.S. (2022). Advantages and disadvantages of online learning. The Journal of International Social Research, 15(92). Retrieved from https://www.sosyalarastirmalar.com/abstract/advantages-and-disadvantages-of-online-learning-94993.html