Contextualizing artificial intelligence for english language learning in faith-based schools: A qualitative inquiry

Abstract

This study investigates the contextual adaptation of Artificial Intelligence (AI) tools for English language learning in Indonesian pesantren (Islamic boarding schools), where the use of digital technology is often limited due to ethical, religious, and institutional considerations. Employing a qualitative case study design, the research was conducted across five pesantren in East Java and involved data collection through interviews, focus group discussions, classroom observations, and document analysis. Participants included English teachers, school leaders, and students. Through thematic analysis, four key themes emerged: ambivalent attitudes toward AI use, strict institutional digital boundaries, creative innovations within technological limitations, and the need for context-sensitive AI-based learning solutions. While student access to digital tools remains tightly regulated, educators in several pesantren have begun experimenting with supervised and valuealigned uses of AI, such as group-based writing assignments using AI-generated feedback and pronunciation practice through shared devices. Stakeholders expressed cautious optimism toward AI integration-especially if tools are filtered, used offline, and culturally or religiously appropriate. The study concludes that pesantren are not inherently opposed to AI in education but advocate for ethically and spiritually guided applications that enhance both language acquisition and character formation. These findings highlight the importance of designing AI technologies that align with local values and educational norms, especially in faith-based learning environments.