Content Analysis of the Qur'an and Islamic Education Textbook for First Intermediate Grade in Light of the UNESCO-Proposed Digital Artificial Intelligence Skills

Abstract

This study aims to explore the extent to which artificial intelligence (AI) skills— as defined by UNESCO—are embedded in the content of the Qur'an and Islamic Education textbook for the first intermediate grade in the Republic of Iraq. The researcher adopted the descriptive method using content analysis, by constructing an analytical tool based on seven core AI skills and their associated sub-skills. The analysis was conducted on the latest edition of the textbook (2024–2025 edition), which is structured into five instructional units. The findings revealed a clear disparity in the inclusion of these skills. Ethical and logical thinking skills were most prominent, whereas digital and interactive AI-related skills were largely absent. The results also showed an imbalance in the distribution of AI skills across the textbook units, along with the lack of critical and analytical digital skills. The researcher recommends the development of religious content in Iraqi curricula to align with current digital trends, and the integration of AI concepts in a pedagogically appropriate manner that respects the specificity of religious subjects, while fostering both the digital and religious awareness of learners. Key words Content Analysis, Artificial Intelligence Skills, Qur'an and Islamic Education Textbook, First Intermediate Grade