Cultivating divine relationality: Towards an education able to protect students in the age of artificial intelligence

In a world shaped by artificial intelligence, education should not become mechanical or cold. It must remain a profoundly human and spiritual practice. Drawing on the ideas of Ibn al-Arabi and Yusuf Çelik, we can view education as a means to reflect the qualities of God, such as love, mercy, justice, and patience.

By ASLAM FATAAR

As artificial intelligence (AI) becomes increasingly advanced, it is transforming how we live, learn, and perceive ourselves. Students are increasingly using AI-driven tools like ChatGPT for learning, completing homework, and preparing assignments. This trend raises important questions about the authenticity of their learning and the integrity of assessment processes. Concerns have been expressed about the potential negative impact of such tools on students’ cognitive abilities and intellectual development.

Universities are also utilising AI to enhance research, inform decision-making, and boost efficiency. While this may seem helpful, it also risks reducing human beings to data and tasks. We might forget what makes us truly human: our relationships, feelings, and moral awareness.

This article draws on the work of Yusuf Çelik, who, in his article ‘Answering Divine Love: Human Distinctiveness in the Light of Islam and Artificial Superintelligence’ (2023), argues that human beings are special because they can respond to God’s love. Based on his insights, this article suggests that education should help students grow in their moral and spiritual lives. This can help protect us from the cold and mechanical influence of AI.

Rethinking the purpose of education

Çelik reminds us that being human is not about having power or intelligence. Instead, it is about the ability to relate to God through love, mercy, and moral awareness. Islamic scholars, such as Ibn al-Arabi, teach that humans are created to reflect the qualities of God. These qualities, such as kindness, patience, and the ability to forgive, are not just ideas. They are lived out through actions and relationships. AI cannot copy these spiritual traits. They are part of what it means to have a soul.

Therefore, education should not just prepare people to get jobs or become productive workers. It should help them grow into ethical and caring individuals. Schools and universities have a responsibility to support this personal and spiritual development. This changes the goal of education from success and competition to goodness and inner growth.

Teaching with divine values in mind

To support this vision, schools need to change what and how they teach. Curriculum, teaching methods, and school culture must all support the development of divine qualities in students.

First, courses across all subjects can provide space to reflect on ethical and spiritual questions. For example, the 99 Names of God in Islam can be used as tools for personal growth. What might it mean to practise mercy (al-Raḥīm) as a doctor, justice (al-ʿAdl) as a lawyer, or forbearance (al-Ḥalīm) as a teacher or leader? These reflections help students connect their learning to moral purpose.

Second, the way we teach must be more caring and human. Learning is not just about getting facts. It is also about becoming better people. Teachers must demonstrate good character, including honesty, humility, and compassion. Ample opportunities for listening, discussion and reflection should be provided. This would allow students to grow emotionally and spiritually, which is a capability that AI cannot replicate.

Third, mentorship plays a key role. Teachers are not only experts in their subjects; they are also mentors and role models. They also serve as guides on the moral and spiritual journeys of their students. Through mentorship, students learn how to deal with injustice, forgive others, and live with courage and kindness.

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Embracing mistakes and weakness as strengths

One of the most essential lessons from Çelik’s work is that humans are not special because they are perfect. Our ability to make mistakes and ask for forgiveness is what brings us closer to God. The story of Ādam and Ḥawwāʾ in the Qurʾān shows this. They disobeyed God but then repented, and God forgave them. This shows God’s mercy and our human capacity to grow from our flaws. AI cannot experience this kind of spiritual process.

In education, we must not make students feel ashamed of their failures. Instead, we should help them understand that mistakes are a natural part of learning and moral growth. This can build strong and humble students who are not afraid of challenges. It also helps them see their lives as a journey of becoming better people, not just better performers.

Offering a spiritual alternative to AI thinking

AI is built to solve problems, process data, and produce results. While useful, this way of thinking can become harmful if it becomes the sole measure of success. If we start to see people as tools or resources, we lose sight of their deeper value.

To challenge this mindset, education must return to deeper spiritual goals. The Islamic idea of ihsan (beauty and excellence) means doing things as if you see God watching you. It is about being present, sincere, and committed to beauty and excellence, not just in work but in character. Schools and universities that take ihsan seriously create learning environments where students are seen as whole human beings, not just numbers or results.

Creating ethical communities of care

Education should not be about individual success alone. It should also help build caring and ethical communities. In these spaces, students can experience friendship, solidarity, and shared responsibility. They can learn to speak honestly, support one another, and stand up for what is right.

Such communities can also protect students from the loneliness and division caused by AI-driven platforms and social media. These tools often categorise and segment individuals into groups based on their purchasing habits or preferences. In contrast, ethical training helps students see themselves as part of a larger moral world. They learn that they are responsible for themselves, others and the planet.

Conclusion: Education as a reflection of the divine

In a world shaped by artificial intelligence, education should not become mechanical or cold. It must remain a profoundly human and spiritual practice. Drawing on the ideas of Ibn al-Arabi and Yusuf Çelik, we can view education as a means to reflect the qualities of God, such as love, mercy, justice, and patience.

By incorporating divine values into what we teach, how we teach, and how we build communities, we can safeguard education from becoming merely another system of control or data collection. We can raise students who are not just smart but also good students who remember that being human means being seen, loved, and called by God.

This is the kind of education that gives life meaning. And it is the kind of education that can last, even in a world filled with machines.

• Reference: Yusuf Çelik, 2023. ‘Answering Divine Love: Human Distinctiveness in the Light of Islam and Artificial Superintelligence’. Sophia. Vol 62, pp.679-696.

Professor Aslam Fataar is Research Professor in Higher Education Transformation, based in the Department of Education Policy Studies, Stellenbosch University.