WHEN AI BECOMES THE “NEW TEACHER”: THE CHALLENGES OF CHRISTIAN RELIGIOUS EDUCATION IN THE AMIDST OF ARTIFICIAL INTELLIGENCE

Abstract

The rapid development of artificial intelligence (AI) has transformed the landscape of modern education, including Christian Religious Education (CRE). AI technologies such as ChatGPT, virtual assistants, adaptive learning systems, and algorithm-based educational platforms are increasingly becoming alternative sources of learning for students. In this context, AI is no longer merely a technological tool but has begun to function as a “new teacher” that influences the ways students learn, think, and construct knowledge. This study aims to analyze the challenges and opportunities of Christian Religious Education in the midst of artificial intelligence development. The research uses a qualitative descriptive approach with a library research method by examining various national and international literature related to AI, education, digital ethics, spirituality, and Christian pedagogy. The findings indicate that artificial intelligence offers opportunities for innovation in learning, accessibility of educational resources, and the development of digital literacy. However, AI also presents significant challenges such as the crisis of teacher authority, declining critical thinking, dependence on technology, ethical dilemmas, and the weakening of students’ spirituality and character formation. Christian Religious Education is therefore called to position itself not only as a transmitter of doctrinal knowledge but also as a transformative and contextual educational movement that guides students in using technology wisely and ethically. Christian educators are challenged to become digital mentors and spiritual guides who are capable of integrating Christian values with technological advancement. This article contributes conceptually to the development of Christian Religious Education in the era of artificial intelligence.