With the expansion of the use of artificial intelligence in the field of religious education, fundamental questions have been raised regarding the preservation of the authenticity of religious teachings, the role of the human educator, and the quality of the learning process. The importance of this issue lay in the fact that the introduction of technology into religious education, alongside creating opportunities for facilitating and personalizing learning, could also give rise to challenges such as algorithmic bias, superficialization of religious concepts, and a reduction in human interaction. the present study aimed to identify the jurisprudential, ethical, and educational dimensions of using artificial intelligence in religious education and to propose solutions for its responsible application in accordance with Islamic teachings. This research was conducted using a descriptive–analytical method and relied on library-based and internet sources. In this study, concepts such as the definition of artificial intelligence, capabilities of artificial intelligence, the concept of education, religious education, jurisprudence of technology, the place of tools in religious education, jurisprudential challenges of artificial intelligence, ethical–educational challenges, and jurisprudential solutions were examined. the findings of the research indicated that artificial intelligence, when employed as an instrumental tool under the supervision of a human educator, could enhance the process of religious learning and improve interaction between the educator and the learner. However, assigning an educational role to algorithms without human supervision led to ethical biases and a decline in critical thinking skills. Accordingly, the results of the study emphasized the necessity of preserving the central role of the human educator, the careful design of religious content, and adherence to jurisprudential and ethical frameworks in the use of artificial intelligence.