Artificial Intelligence and Ethical Formation in Christian Religious Education: Examining Its Influence on University Students’ Ethical Reasoning and Moral Responsibility

Abstract

The rapid integration of artificial intelligence (AI), particularly generative AI, into higher education has created new opportunities for learning while simultaneously raising significant ethical concerns regarding academic integrity, responsibility, truthfulness, and human agency. These challenges are particularly important in Christian Religious Education (CRE), which emphasizes not only intellectual development but also moral and character formation. This study examines the influence of AI integration within Christian Religious Education on university students’ ethical reasoning and moral responsibility. The study adopts a quantitative approach using a quasi-experimental design involving university students who participate in AI-integrated CRE learning. Data are collected through validated instruments measuring students’ ethical reasoning, moral responsibility, and responsible use of AI before and after the intervention. The data are analyzed using descriptive statistics and inferential procedures to determine changes in students’ ethical reasoning and moral responsibility and to examine the relationship between AI-integrated learning and ethical formation. The study is expected to demonstrate that the pedagogical integration of AI, when guided by Christian ethical principles, can contribute to students’ capacity to critically evaluate AI-generated information, maintain academic integrity, exercise responsible judgment, and recognize moral accountability in technology-mediated learning. The study contributes to international scholarship by positioning Christian Religious Education as a formative context for developing ethically responsible AI users rather than merely technologically competent learners.