Mentoring and Training in Artificial Intelligence and Coding for Adaptive Islamic Education Teachersding for Adaptive Islamic Education Teachers

Abstract

This community service article aims to enhance the professional and pedagogical competence of Islamic Religious Education (IRE) teachers through mentoring and training in artificial intelligence (AI) and coding to support the implementation of adaptive learning in the digital era. The program was motivated by the limited pedagogical integration of digital technology among IRE teachers, which has constrained their ability to design learning activities that respond to students’ diverse needs, abilities, and learning characteristics. A participatory community service approach was employed, consisting of needs analysis, conceptual training on AI and coding, hands-on practice using AI-supported educational tools, and continuous mentoring during classroom implementation. The activities were conducted through workshops, simulations, guided practice, and reflective discussions. The results indicate an improvement in teachers’ understanding of AI and coding concepts, enhanced skills in designing adaptive learning materials, strategies, and assessments, as well as positive attitudinal changes toward technology-based instructional innovation. Teachers were able to apply adaptive learning principles by differentiating content, learning processes, and assessment methods according to students’ learning profiles. This program contributes to strengthening the capacity of IRE teachers to become more adaptive, innovative, and responsive educators in addressing the challenges of digital-era education.