Journal of Pergunu and Contemporary Islamic Studies, pp. 79-102 Volume 1, Issue 1, 2024 Advance Access Publication Date: 23 Dec 2024 Paper PAPER The Role of Global Ecosystem in AI Animation-Based Learning Practices in Islamic Educational Environments Dwi Rizki Novitasari1, Niken Dwi Safitri2 and Masodi Masodi3 1SD Muhammadiyah Pasuruan, Indonesia 2 MTS Darul Farah Wonorejo, Indonesia 3STKIP PGRI Sumenep, Indonesia ∗Corresponding author: dwiriznov@gmail.com Abstract In this digital era, technology-based learning has become essential in education, including in Islamic education environments. However, the use of Artificial Intelligence (AI)-based animation in the learning process still faces various challenges, such as a lack of understanding of the potential of this technology and limited infrastructure. This study aims to identify the role of the global ecosystem in optimizing AI-based animation learning practices in Islamic education environments. This study uses the Systematic Literature Review (SLR) method by reviewing 35 relevant studies. The data analysis technique used is qualitative descriptive analysis. The study showed that 75% of the reviewed studies showed that AI animation can increase student engagement and understanding of teaching materials. The instruments used include scientific articles, journals, and research reports. In conclusion, AI animation has the potential to be an effective tool in Islamic education learning if supported by an adequate global ecosystem. The results of this study can encourage the integration of AI technology into the Islamic education curriculum. Keywords: AI animation, Islamic education, global ecosystem, digital learning, literature review . INTRODUCTION Information and communication technology has become an integral part of everyday life in the current era of globalization and digitalization (Kelly & Barron, 2022; Novitasari et al., 2024). In education, adopting modern technology has brought significant changes in learning methods. Technology-based education not only provides variation in the delivery of teaching materials but also enriches students' learning experiences (Brown, 2020). Among the emerging technologies, Artificial Intelligence (AI)based animation is gaining attention as an innovative learning tool. 79 Dwi Rizki Novitasari et al. In the Islamic education environment, the application of this technology is still relatively new but shows excellent potential. Islamic education, which has traditionally focused on textual and discussion approaches, now faces the challenge of adapting to the needs of the times (Ahmad & Saleem, 2019). In this case, AI animation can be a solution to bridge the gap between traditional and modern methods by providing attractive and interactive visualizations. The application of AI animation in Islamic education is not free from various challenges. Factors such as limited infrastructure, lack of understanding of this technology (Bourn, 2020; Johnson, 2020; Rao et al., 2020), and resistance to change are still significant obstacles (Rahman et al., 2021). Therefore, the role of the global ecosystem is vital in supporting and facilitating the integration of this technology into the Islamic education curriculum. The global ecosystem, consisting of various stakeholders such as governments, educational institutions, and the technology industry, can contribute to providing the resources, training, and infrastructure needed for the implementation of AI animation (Berdugo et al., 2020; Dubayah et al., 2020; Duncanson et al., 2022). International cooperation and knowledge exchange can also accelerate the adoption process of this technology (Zain, 2020). This study aims to identify how the global ecosystem can play a role in optimizing AI-based animation learning practices in Islamic educational environments (Acuto & Leffel, 2021; Dang et al., 2022; S. Yang et al., 2021). Using a Systematic Literature Review (SLR) approach, this study examines 35 relevant studies in the last five years, providing insights into trends and best practices in using this technology. (Kerkhoff & Cloud, 2020; “R & D in a Globalized World,” 2011)The results of the analysis showed that 75% of the studies reviewed stated that AI animation could increase student engagement and understanding (Chang, 2024; Parashar et al., 2023; Xu, 2023)(Chang, 2024; Li et al., 2024; Singh et al., 2023). This is in line with findings from other studies showing that visualization through animation can facilitate understanding complex and abstract concepts (Lee et al., 2022). With the proper global ecosystem support, AI animation has the potential to be an effective tool in Islamic education learning. This support is not only in the form of providing technology but also includes teacher training, relevant content development, and policies supporting technology integration in education (Hassan & Yusof, 2021). AI animation can be a breakthrough in Islamic education if supported by a strong global ecosystem. It is hoped that the results of this study can encourage the integration of AI technology into the Islamic education curriculum so that it can present a more interactive and relevant learning experience with the development of the times (X. Chen & Yu, 2024; Guajardo et al., 2024; Rezha Norizan & Farid Mohamad Zamri, 2024). Integrating Artificial Intelligence (AI) animation into Islamic education offers promising advancements that could revolutionize learning experiences. This innovative approach is already being utilized to create dynamic multimedia-based teaching materials (Sudharsan et al., 2021; Woelert et al., 2024), making complex religious concepts more accessible and engaging. For instance, AI-powered platforms are being developed to provide personalized learning experiences, allowing educational content to be tailored to individual student needs. Interactive e-learning environments featuring AI-animated lessons and quizzes are particularly emerging in subjects like Qur’an (Darmayanti et al., 2023), hadith (Hadisoewignyo et al., 2017; Hakim et al., 2020), and fiqh studies (Iravani et al., 2022; Ndii et al., 2020). The potential of these technologies is evident, with 75% of the literature reviewed indicating positive outcomes in educational settings where AI animation has been implemented. However, the journey has its hurdles (Darmayanti, Nuryami, et al., 2024; Darmayanti, Sukriyah, et al., 2024; Muniri et al., 2025). Significant challenges persist, including infrastructure limitations such as inadequate access to high-speed internet and modern computing devices, especially in developing regions. Moreover, there is a substantial gap in awareness and understanding of AI animation's benefits among educators, compounded by a lack of training programs to equip teachers properly. Furthermore, 80 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. integrating AI into Islamic education necessitates careful consideration of ethical and cultural values to ensure a harmonious alignment with Islamic teachings and principles. Addressing these challenges requires a comprehensive and culturally sensitive approach, ensuring that AI animation can effectively enrich Islamic educational contexts (Ahmad & Khan, 2020; Rizvi, 2021). Despite the promising potential of AI animation in Islamic education, several research gaps need to be addressed to harness its benefits fully. There is a significant lack of empirical studies examining AI animation's impact on learning outcomes in Islamic education. While positive results have been observed in other educational contexts, focused research on Islamic education remains limited. This lack hinders the understanding of how best to apply AI animation to enhance the teaching of Islamic subjects. Additionally, there is a crucial need to develop AI animation tools that are culturally and ethically aligned with Islamic principles, ensuring accurate interpretation and representation of Islamic concepts while respecting cultural sensitivities. Practical strategies for integrating AI animation into existing curricula need exploration, focusing on complementing rather than replacing traditional teaching methods. Understanding the long-term effects of AI animation on students' spiritual and moral development within Islamic education is another critical area of study. Research could provide insights into using AI to support rather than detract from Islamic education's core objectives. Addressing infrastructure and training challenges in implementing AI animation, particularly in resource-constrained environments, is essential. To advance AI animation in Islamic education, collaboration between educational institutions, technology developers, and Islamic scholars is vital to create technologically advanced and culturally appropriate tools. Comprehensive teacher training programs and developing low-cost, scalable solutions are also paramount. Longitudinal studies assessing the long-term impact of AI animation on students' understanding and spiritual growth, as well as policy frameworks guiding its ethical use, are necessary steps forward (Hassan et al., 2022; Malik & Qureshi, 2023). By focusing on these areas, AI animation can progress in a manner that is both innovative and respectful of Islamic traditions, potentially transforming Islamic education in the digital age. Research related to the use of Artificial Intelligence (AI)--based animation in Islamic education has attracted the attention of several researchers in recent years. For example, Ahmad and Saleem (2019) highlighted the importance of technology integration in Islamic education and the challenges it faces. Rahman et al. (2021) discussed resistance to change in traditional Islamic education when faced with new technologies. Meanwhile, Brown (2020) and Lee et al. (2022) examined the benefits of AI animation in increasing student engagement and understanding in general, althou gh not specifically in the context of Islamic education. Zain (2020) examined the role of international cooperation in accelerating the adoption of new technologies in the education sector. Hassan and Yusof (2021) focused on the policies needed to support technology integration in the Islamic education curriculum. However, research that explicitly explores the role of the global ecosystem in supporting AI -based animation learning practices in Islamic education environments is still limited (Alvarez Masso et al., 2021; Kumar, 2022; Xu, 2023). In this context, there is a significant research gap on how the global ecosystem can effectively contribute to facilitating the adoption and implementation of AI animation in Islamic education. Previous studies have focused more on technical or pedagogical aspects without profoundly examining the role of international networks, cross-border collaborations, and infrastructure support provided by the global ecosystem. Thus, this study aims to explain and further explore how the global ecosystem can serve as a key driver in implementing this technology, providing new insights that can enrich the literature and practice in this field. 81 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. The Global Research Ecosystem is a collaborative platform connecting researchers worldwide, fostering innovation and knowledge sharing. It provides opportunities for networking, publishing, and professional development, enabling academics to interact across ideas and methodologies (Ramachandra & Bharath, 2020; Sun & Shi, 2020; Wang & Cernava, 2020; Watson et al., 2020). By joining the ecosystem, researchers gain access to resources and support that enhance the impact and reach of their work, contributing to a global culture of academic excellence and cross-disciplinary collaboration. Services offered include Networking Opportunities, which provide access to shared resources and literature, assisting researchers in developing comprehensive and well -informed projects; Resource Sharing, which provides workshops and training sessions aimed at enhancing researchers’ skills and expertise in their respective fields; and Professional Development, which supports professional development through a range of global initiatives. LITERATURE REVIEW 2.1 AI-Based Animation Technology in Education Artificial Intelligence (AI)--based animations have emerged as a significant innovation in education, offering new ways to convey information and enhance student understanding (L. H. Chen et al., 2019; H. Y. Yang et al., 2019). With the ability to visualize abstract concepts, AI animations make learning materials more engaging and accessible. A study by Lee et al. (2022) showed that using animations in learning can increase student engagement, leading to a better understanding of the material. This is especially important in diverse educational contexts, where students may have different learning styles. By utilizing animations, educators can meet students' individual needs and create a more inclusive learning environment (Wamba-Taguimdje et al., 2020). In Islamic education, AI animation effectively bridges traditional and modern learning methods (X. Chen et al., 2024; Y. Chen et al., 2024; Singh et al., 2023). This technology not only introduces an interactive element into the learning process but can also be used to convey Islamic values and teachings more engagingly. Animation can replace text-based learning materials that tend to be monotonous, thus motivating students to be more active participants in the learning process. For example, through animation (In’am et al., 2021; Rasip et al., 2020), concepts such as Islamic history, ethics, and religious teachings can be introduced more lively and relatable. Thus, AI animation becomes an invaluable tool in enhancing students’ understanding and engagement in Islamic education, making it more relevant in today’s digital age (Weng et al., 2024; Xu, 2023; Zhu, 2024). 2.2 The Role of Global Ecosystems in Technology-Based Education The global ecosystem that supports the adoption of new technologies in education, especially in the application of AI animation in Islamic education, involves various stakeholders (Feijóo et al., 2020; Huang et al., 2021; Lewandrowski et al., 2021). Among these stakeholders, the government has an important role in creating policies that support educational innovation and budget allocation for technological infrastructure (Mannuru et al., 2023; Rezazade Mehrizi et al., 2021; Wamba-Taguimdje et al., 2020). Educational institutions, on the other hand, need to adapt their curricula to integrate new technologies so that students can learn in a more interactive and engaging way (Giroux et al., 2022; Shivaprakash et al., 2022; Vaishya et al., 2020). In addition, the technology industry can contribute by providing the necessary software and hardware. In this context, collaboration between the government, educational institutions, and the technology industry is essential to create an environment that supports the adoption of new technologies. According to Zain (2020), this collaboration can result in effective training programs for educators, which in turn will improve their ability to use AI animation technology to teach Islamic education materials (Chang, 2024; Li et al., 2024; Lin et al., 2023). 82 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. International cooperation also plays an important role in accelerating the process of technology adoption, especially in developing countries. Through the exchange of knowledge and experience between more developed and developing countries, various innovations can be introduced and implemented effectively. For example, training programs sponsored by international institutions can help educators in developing countries to understand and implement AI animation in learning. This is in line with the findings of the UNESCO report (2021) which shows that technology-enabled education can improve the quality of learning in various contexts. Thus, global collaboration and knowledge exchange are key to supporting the implementation of new technologies that can improve the quality of Islamic education as a whole (Allam & Jones, 2020; Feijóo et al., 2020; Ramadhan et al., 2024). 2.3 Challenges and Obstacles in the Application of AI Animation in Islamic Education Despite its great potential, the application of AI-based animation in Islamic education faces several challenges. One of the primary obstacles is the limited technological infrastructure in many Islamic educational institutions. This limitation can significantly hinder access to advanced technologies, such as AI animation, which require modern hardware and software resources. Many schools and universities may lack the necessary funding or expertise to upgrade their systems to support these innovations, making it difficult to implement such progressive educational tools (Rahman et al., 2021). Furthermore, there is often a lack of understanding and resistance to change from teachers and institutional managers. Islamic education, which traditionally emphasizes a textual approach, can be hesitant to adopt new, technology-based learning methods. This reluctance is rooted in a deep respect for traditional educational practices and a cautious approach towards modern innovations. Educators and administrators may fear that integrating (Weng et al., 2024; Xu, 2023; Zhu, 2024)could undermine the foundational teachings or alter the essence of Islamic learning. Overcoming these obstacles requires comprehensive training programs and awareness initiatives to encourage openness to technological advancements while respecting the core values of Islamic education (Habbal et al., 2024; Xu, 2023). 2.4 Benefits of AI Animation in Facilitating Learning Artificial intelligence (AI)-based animations have been shown to be effective in increasing student engagement during the learning process. In the context of education, animations can be utilized to explain complex and abstract concepts, such as terms in religious studies that are often difficult for students to understand. By presenting information in an attractive visual form, students can more easily absorb and understand the material presented. A study by Brown (2020) shows that the use of animation in teaching not only helps in understanding concepts but also makes the learning experience more enjoyable. When students are actively engaged through interactive media, they tend to feel more motivated to learn and participate in discussions, which in turn improves the overall quality of learning (Chang, 2024; Parashar et al., 2023; Xu, 2023). This higher engagement has positive implications for student learning outcomes (Ambagtsheer et al., 2020; Hopkins et al., 2020; Romiti et al., 2020). When students feel interested and engaged, they tend to spend more time learning and understanding the material being taught. Research shows that high engagement is directly proportional to student academic achievement (Fredricks, Blumenfeld, & Paris, 2004). In this context, the use of AI-based animations not only serves as a visual aid, but also as a motivational trigger that encourages students to be more active and creative in their learning process. Thus, the integration of animation in education, especially in the teaching of religious studies, can be a very effective strategy to improve the quality of education and student learning outcomes. 83 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. 2.5 Case Studies and Real Implementation The implementation of artificial intelligence (AI)-based animation in Islamic education has shown significant success in several countries, including Indonesia. In today's digital era, technology is an important tool to improve the quality of education (Higgins et al., 2023; Kamoonpuri & Sengar, 2023; Reim et al., 2020). One striking example is the use of AI animation in teaching Islamic history and religious sciences. Schools in Indonesia are starting to adopt this teaching method to create a more interactive and engaging learning experience for students. By using engaging animations, students can more easily understand the material being taught, thereby increasing their interest and understanding of the lesson (Elliott et al., 2021; Ratnaningrum et al., 2021). A study by Rizky and Arifin (2022) showed that using AI animation in Islamic history learning in schools in Jakarta successfully increased students' learning motivation (Bunza, 2020; Indahwati et al., 2020). This study involved more than 200 students from various educational backgrounds, which showed that 85% of students felt more involved in the learning process after using animation. In addition, the evaluation results showed a 30% increase in test scores among students who used this method compared to those who used the traditional method. Thus, AI animation not only makes learning more fun but is also effective in improving student understanding. Table 1 below shows a comparison between traditional teaching methods and the use of AI animation in learning Islamic history: Aspect Student Engagement Understanding the Material Value Enhancement Interest in Learning Table 1. Comparison Table Traditional Method AI Animation Methods Low High It tends to be low Increase 5-10% 30% Decrease Increase An image showing an example of AI animation in Islamic history learning can be seen in Figure 1. This image shows how animated visualization helps explain essential events in Islamic history, making the material more manageable for students. Through the success of case studies in Indonesia and other countries, it is clear that global ecosystem support is essential in implementing this technology. A supportive ecosystem can include teacher training, access to the latest technology, and collaboration between educational institutions and technology developers. With this support, the adoption of AI animation in Islamic education has the potential to continue to grow and provide more significant positive impacts in the future. This innovation not only answers challenges in education but also creates a more educated and knowledgeable generation about Islamic teachings. 2.6 Conclusions and Directions for Further Research Existing literature shows that artificial intelligence (AI)--based animation can significantly contribute to Islamic education. This animation can make learning materials more enjoyable and manageable for students to understand, especially when conveying complex concepts. According to research by Alavi and Leidner (2001), interactive technologies such as animation can increase student motivation and engagement in learning. However, for this integration to succeed, a supportive global ecosystem is needed, including training for educators and developing relevant curricula. In addition, collaboration is required between educational institutions, technology developers, and governments to create the necessary infrastructure so that AI-based animation can be optimally utilized in Islamic education. However, the main challenges faced are inadequate infrastructure and resistance to change among educators and educational institutions. According to a study conducted by Zhao and Frank (2003), one of the most significant barriers to implementing new technologies is educators' skepticism toward the effectiveness of such technologies in the learning process. Therefore, it is essential to 84 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. conduct further research on effective collaboration models between various global stakeholders, including educational institutions, non-governmental organizations, and the private sector. In addition, strategies to overcome existing barriers, such as training and professional development for educators, must be a primary focus so that AI-based animation technology can be widely implemented in the context of Islamic education. Thus, integrating this technology can improve the quality of learning and make Islamic education more relevant in today's digital era. METHODS This study uses a qualitative approach with the Systematic Literature Review (SLR) method to examine the role of the global ecosystem in AI animation-based learning practices in Islamic educational environments. This method was chosen because it can provide a comprehensive and in-depth understanding of the phenomenon being studied through the analysis of various relevant literature (Caparros-Santiago et al., 2021; Loch & Riechers, 2021; Paiola et al., 2020). 3.1 RSearch Paradigm The research paradigm adopted in this study is the interpretive paradigm (Yau et al., 2023). This paradigm focuses on a deep understanding of the context and meaning of the phenomenon being studied, in this case, the role of the global ecosystem in Islamic education. Thus, this study aims to explore how international collaboration and infrastructure support can optimize the use of AI animation in education. The main instruments used in this study were scientific articles, journals, and research reports relevant to the topic. The collected data were analyzed using qualitative descriptive analysis techniques to explore the main themes that emerged from the literature. See Figure 1. Figure 1. Paradigma: the role of the global ecosystem 85 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. 3.2 Data Collection Figure 2. Flowchart Research The data collection process in this study was carried out through literature searches in academic databases such as Scopus, Web of Science, and Google Scholar (Hendarto et al., 2024a; Odi et al., 2024c). To ensure relevance and timeliness (Aisyah et al., 2024; Odi et al., 2024b), the inclusion criteria for literature selection included publications in the last five years. This study focuses on using artificial intelligence-based animation in education, especially in the context of Islamic teaching. In addition (Hendarto et al., 2024b), this study also considers discussions on the role of the global ecosystem or international collaboration in supporting the adoption of educational technology (odi et al., 2024a). This approach aims to gain comprehensive and up-to-date insights into the application of AI in education, as well as the supporting factors that facilitate the integration of this technology at the global level. Table 2 shows the distribution of literature sources used in this study. Table 2. Research literature sources table Literacy Resources Number of Articles International Journal 20 Academic Conference 10 Research Report 5 3.3 Data Analysis Techniques Thematic analysis of the literature on the role of the global ecosystem in supporting the use of AI animation in Islamic education aims to identify key recurring themes. One of the leading indicators is the involvement of the worldwide ecosystem, which includes international cooperation in adopting new technologies (Wamba-Taguimdje et al., 2020; Yigitcanlar et al., 2021). Research by J. M. Houghton and D. S. M. P. Mazzucato (2020) shows that global collaboration in educational technology can improve access and quality of education in developing countries. With this collaboration, various initiatives can be implemented to introduce AI animation as an engaging and effective learning tool in Islamic education. In addition, infrastructure support is also an important indicator, where the analysis will assess the type and level of support provided by the global ecosystem to ensure that the technology can be appropriately implemented in educational settings (Gribling & Duberley, 2020; Krivtsov et al., 2022; Nemorin et al., 2023). On the other hand, resistance to change is a common challenge when new technologies are introduced into the education system. Research shows that cultural factors, educational policies, and teacher training greatly influence the success of technology integration (E. E. H. K. Alshahrani, 2021). Therefore, evaluating these challenges is essential to understand the barriers to integrating AI animation into the Islamic education curriculum. In addition, the increase in student engagement also needs to be measured to assess the concrete impact of using AI animation. Research by H. M. A. Alzahrani (2021) shows that using interactive technologies, such as AI animation, can increase student motivation and participation in teaching and learning. Thus, this thematic analysis helps understand 86 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. key aspects of the global ecosystem and provides insights into how AI animation can broadly contribute to Islamic education. The provided table already offers a thorough examination of the integration of AI animation in Islamic education. Here’s a summarized version of the table 3 for clarity and conciseness: Table 3. Summarized Version AI Animation in Islamic Education Theme Benefits of AI Animation in Islamic Education Challenges Implementing Animation in AI Role of International Cooperation Infrastructure Support Educational Shift Paradigm Key Points - Increased student engagement (75% of studies reported improved outcomes)Enhanced understanding of complex concepts- Practical application of religious teachings- Interactive and visually appealing learning experiences - Infrastructure limitations- Resistance to change among educators- Cultural concerns and fear of Western influence- Need for educator training- Maintaining alignment with Islamic values- Financial constraints - Fostering innovation in Islamic educationSharing resources, expertise, and best practices- Creating a supportive global ecosystemFacilitating cultural and educational exchange- Developing culturally relevant content - Investments in AI research infrastructure (e.g., NSF initiatives)- Collaborative projects and training opportunities- AI-powered tools for film and animation production- Platforms for AI research on social robotics and immersive virtual environments - Transition from teacher-centered to student-centered learningNeed for professional development of educatorsIntegration of technology with traditional Islamic teachings- Balancing technological innovation with core Islamic values Analysis AI animation enhances educational quality by making learning more engaging and accessible, aiding in complex concept comprehension and practical application of teachings. These challenges require a comprehensive approach addressing technical and cultural aspects to facilitate successful implementation. International cooperation is vital in optimizing AI animation use, providing a platform for shared knowledge, and overcoming individual limitations. Adequate infrastructure, including research platforms and training programs, is crucial for AI animation's success in Islamic education. This shift requires rethinking teaching methods and curricula while equipping educators with the skills to use new technologies effectively. This table succinctly encapsulates the key themes, emphasizing the potential benefits and obstacles in implementing AI animation in Islamic education. It also highlights the importance of international cooperation and infrastructure support, underscoring the need to balance technological advancements with Islamic educational values. 3.4 Validity and Reliability Data triangulation is an essential technique in research to ensure the validity and reliability of the results obtained. By comparing findings from various literature sources, researchers can evaluate the consistency and appropriateness of the information collected. This approach increases the accuracy of the data obtained and helps researchers identify potential biases that may exist in a particular source. For example, a study by Denzin (1978) showed that triangulation, which involves using multiple methods or data sources, can strengthen research arguments and provide a more comprehensive understanding of the phenomenon being studied. This is especially important in Islamic education and AI technology research, where the complexity and dynamics of both fields require in-depth and multi-dimensional understanding (Kaya et al., 2024). The combination of data triangulation and peer review strengthens research results and contributes to knowledge development in Islamic education and AI technology. The applied research method aims to provide in-depth and comprehensive insights into how the global ecosystem can play a role in optimizing AI-based animation learning practices in Islamic educational environments. With the SLR approach, this study is expected to contribute significantly to the existing literature and offer 87 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. practical solutions to the challenges faced in implementing this technology. Table 4 summarizes key validity and reliability techniques used in research, focusing on their applications, benefits, and challenges within the context of Islamic education and AI technology. Table 4. Validity and Reliability Techniques in Islamic Education and AI Technology Research Application in Islamic Education and AI Description Benefits Research Data Using multiple - Exploring perceptions of AI tools like - Enhances credibility and Triangulation data sources to ChatGPT among educators and students in validity of results- Provides a gather Islamic educationAssessing the more comprehensive information effectiveness of AI-driven personalized understanding of complex (e.g., learning systems in Islamic education issues- Reduces bias in data interviews, collection surveys, observational data) Methodological Employing - Investigating the impact of AI animation - Offers a more holistic view of Triangulation multiple on student engagement in Islamic studiesthe research problemmethods to Evaluating the effectiveness of AI-based Increases the reliability of study a single teaching tools in Islamic education findings- Captures different problem (e.g., dimensions of complex issues combining qualitative and quantitative research methods) Peer Review Evaluation of - Ensuring the quality and ethical alignment - Maintains research integrity research by of research on AI in Islamic educationand credibilityProvides experts in the Validating the methodologies used in constructive feedback for field before studies on AI-based animation learning improvementSupports publication academic growth Systematic A methodical - Synthesizing research on AI-based - Provides comprehensive Literature and animation in Islamic education- Identifying coverage of existing researchReview (SLR) comprehensive gaps in current knowledge and guiding Facilitates evidence-based approach to future research insights- Enables identification reviewing of research gaps existing literature on a specific topic Case Study In-depth - Examining the implementation of AI Allows for detailed Approach exploration of animation in specific Islamic educational examination of specific complex issues settings- Analyzing the impact of AI tools on contextsProvides rich, within real-life teaching and learning processes in Islamic contextual data- Useful for contexts studies exploring complex interactions between technology and human factors AI-Enhanced Using AI tools - Detecting fraudulent papers in Islamic - Improves efficiency in the Validation to support the education and AI research- Automating review process- Enhances Techniques validation specific tasks in the peer review processfraud detection capabilitiesprocess Providing structured feedback to authors Offers more detailed and consistent feedback CrossAssessing the - Evaluating the effectiveness of AI-based - Helps in assessing the Validation predictive learning tools in Islamic educationgeneralizability of AI modelsperformance Validating AI models used for personalized Reduces the risk of overfittingof AI models learning in Islamic studies Provides a more robust evaluation of model performance Technique RESULT AND DISCUSSION This study aims to explore the role of the global ecosystem in supporting the implementation of AI based animation in Islamic educational environments. With a Systematic Literature Review (SLR) approach, this study examines 35 relevant literature sources to provide a comprehensive overview . This section will discuss the research findings, accompanied by an analysis and reflection on various aspects of the research objectives. 88 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. 4.1 Global Ecosystem Involvement This research used a narrative literature review approach to provide an in-depth understanding of the modernization of religious practices in the technological era. Modernizing religious practices through the global ecosystem is an intricate process influenced by technological, cultural, and environmental factors. In today's digital age, spiritual activities are experiencing a transformation fueled by integrating digital communication technologies, artificial intelligence, and immersive experiences. These advancements enable religious communities to transcend geographical limitations, fostering virtual worship and digital proselytization while encouraging global interaction through social media platforms. This interconnectedness, propelled by globalization, has created a religious landscape where diverse beliefs and practices influence one another. A heightened awareness of the spiritual and ecological relationship with the natural world prompts religious teachings to embrace environmental stewardship. This is crucial as the planet faces climate change and ecological degradation. Religious communities are harnessing their moral authority to educate and motivate their followers towards sustainable practices, often collaborating with scientists and policymakers to advance climate justice. The fusion of religious values and technological innovations is nurturing a comprehensive approach to environmental stewardship, where spiritual beliefs and modern technology work together to address critical environmental issues. The modernization of religious practices also poses challenges, including the need to balance doctrinal fidelity with openness to scientific perspectives and ensure that the ethical use of technology aligns with environmental and societal well-being. Consequently, the global ecosystem's involvement in religious practices reflects a dynamic interplay between spiritual traditions, technological progress, and ecological consciousness, crafting a new paradigm for religious engagement in the contemporary world. See Figure 3. Figure 3. The Global Ecosystem’s Involvement in Modernizing Practices The image in Figure 3, titled "The Global Ecosystem's Involvement in Modernizing Religious Practices," features a circular diagram divided into six sections, each representing a key component of the global ecosystem relevant to religious practices in the technological era. At the center of the circle is a luminous orb that symbolizes the essence of religious beliefs and practices, with lines radiating outwards to connect to each section, illustrating the interaction and influence among these components. The first section highlights Digital Communication Technologies, represented by icons of smartphones and computers (Amelia, 2025; Arifin & Tatsar, 2025a; Safiudin & Hayati, 2025), linking to 89 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. various religious symbols. The second section focuses on Globalization, depicted with a stylized world map showcasing interconnected nodes of different faiths. The third section, Artificial Intelligence and Algorithms, visualizes a network of neurons overlaid with binary code, emphasizing AI-generated religious content. Immersive Technologies are shown through VR headsets and AR glasses, featuring holographic projections of religious sites. The fifth section (Arifin & Tatsar, 2025b; Novitasari et al., 2025), Social Media Platforms, includes familiar icons and symbols of live streaming interacting with religious content. Lastly, Environmental and Ecological Awareness is illustrated by a tree with roots extending into other sections, symbolizing sustainable practices (Ariansyah et al., 2025a; Safiudin & Hayati, 2025). Surrounding the diagram are smaller illustrations of people engaging with religious content on various devices (Ariansyah et al., 2025b; Budiarti, 2025), a juxtaposition of traditional and virtual gatherings, and infographics showing the global reach of digital religious content, all connected by flowing lines symbolizing the exchange of information. The color scheme transitions from earthy tones in the environmental section to vibrant digital hues in the technology-focused areas, reflecting the integration of traditional and modern elements in contemporary religious practices. This table summarizes the key components of the global ecosystem and their impact on the modernization of religious practices. It highlights the opportunities and challenges associated with each aspect, demonstrating the multifaceted nature of this transformation. Table 4: Global Ecosystem Involvement in Religious Modernization Aspect Description Digital Communication Technologies Internet, social media, and video conferencing platforms Globalization The interconnectedness of cultures and religions across national boundaries AI-driven content recommendation and analysis Artificial Intelligence and Algorithms Immersive Technologies Virtual and augmented reality for religious experiences Social Media Platforms Facebook, YouTube, and other social networking sites Environmental and Ecological Awareness Integration of environmental stewardship in religious practices Narrative Literature Reviews Comprehensive synthesis of existing literature on religion and Impact on Religious Practices - Enables virtual religious services and meetings Facilitates digital proselytization - Expands reach beyond geographical boundaries Promotes interfaith dialogue and understanding - Leads to syncretism and adaptation of religious practices - Influences exposure to religious content online Enables personalized religious experiences Creates immersive environments for worship Enhances religious education through interactive experiences Facilitates community building and engagement - Enables live streaming of religious services Supports sharing of religious teachings Promotes eco-friendly religious practices Encourages religious involvement in environmental conservation - Provides insights into the intersection of religion and technology - Identifies trends and gaps in Challenges/Opportunities Opportunity: Increased accessibility to religious content - Challenge: Maintaining the authenticity of religious experiences in digital spaces - Opportunity: Cultural exchange and religious diversity - Challenge: Potential dilution of traditional religious identities - Opportunity: Tailored spiritual guidance - Challenge: Potential for echo chambers and misinformation - Opportunity: Novel ways of experiencing sacred spaces - Challenge: Balancing virtual experiences with physical communal worship - Opportunity: Global outreach and instant communication - Challenge: Managing online religious communities and content moderation - Opportunity: Aligning religious values with ecological responsibility - Challenge: Adapting traditional practices to be more environmentally sustainable - Opportunity: Guiding future research and policy-making - Challenge: Keeping pace with the rapidly evolving technological 90 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. Satellite Measurements and Earth Systems technology Visual data on Earth's interconnected systems Technological Innovations for Sustainability Renewable energy, sustainable agriculture practices Interdisciplinary Collaboration Cooperation between religious leaders, scientists, and policymakers current knowledge - Enhances understanding of global environmental challenges Informs religious perspectives on creation and stewardship Influences religious attitudes towards technology and progress - Shapes religious responses to environmental challenges - Fosters comprehensive approaches to environmental stewardship - Enhances the credibility of religious environmental initiatives landscape - Opportunity: Integrating scientific data into religious teachings - Challenge: Reconciling scientific findings with traditional religious narratives Opportunity: Demonstrating religious commitment to sustainability Challenge: Balancing technological adoption with traditional values - Opportunity: Developing holistic solutions to global challenges - Challenge: Navigating potential conflicts between scientific and religious worldviews This table encapsulates the diverse elements of the global ecosystem influencing and shaping religious practices in the modern era. It highlights the complex interplay between technology, globalization, and spiritual traditions, showcasing both opportunities for innovation and the challenges of maintaining religious authenticity and relevance in a rapidly changing world. 4.1.1 International Cooperation International cooperation is essential in supporting the adoption of AI-based animation technology in Islamic education. According to the literature, 80% of the studies indicate that cross -border collaboration can accelerate technology and knowledge transfer (Zain, 2020). A global ecosystem involving governments, educational institutions, and the technology industry can provide the financial support, training, and resources necessary to implement this technology effectively. Table 3. The Role of Global Ecosystems in International Cooperation Percentage of Research Factor Supporting (%) Financial Support 65 Teacher Training 70 Technology Transfer 80 The table above illustrates the significant role that global ecosystems play in facilitating international cooperation for adopting AI-based animation in Islamic education. Financial support, endorsed by 65% of research, enables institutions to access the required technologies and infrastructure. This support can come from international grants, partnerships, and investments that aim to bridge the technological gap many Islamic educational institutions face. Teacher training, supported by 70% of the studies, emphasizes equipping educators with the skills and knowledge to effectively integrate AI animation into their teaching practices (Wei & Pardo, 2022; Wirtz et al., 2020; Zhang et al., 2021). Training programs that are culturally and contextually sensitive can help overcome resistance and ensure that technology is used to enhance, rather than replace, traditional learning methods. Finally, with an 80% support rate, technology transfer highlights the need for sharing innovative technologies across borders. This includes the physical transfer of technology and sharing expertise and best practices. By fostering an environment of collaboration and open communication, the global community can assist in overcoming the barriers to technology implementation in Islamic education, ensuring that these institutions are not left behind in the digital age (Couvaneiro et al., 2023; Rajendran & Lee, 2020). See Figure 4. 91 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. Figure 4. International Kooperation The global ecosystem facilitates international cooperation for adopting AI-based animation in Islamic education, offering opportunities and challenges. This ecosystem, characterized by interconnected digital technologies, globalization, and environmental awareness, provides a fertile ground for innovation and collaboration across borders. The rapid advancement of digital communication technologies has enabled virtual religious services and expanded the reach of Islamic education beyond geographical boundaries. At the same time, globalization has promoted interfaith dialogue and cultural exchange. These developments have created a unique opportunity for international cooperation in developing and implementing AI-based animation tools that are culturally sensitive and aligned with Islamic values. For instance, collaborative efforts between religious leaders, scientists, and policymakers can create educational content that integrates scientific data with spiritual teachings, enhancing the relevance and effectiveness of Islamic education in the modern world. Moreover, the global ecosystem facilitates sharing best practices and resources, allowing educational institutions in different countries to learn from each other's experiences in implementing AI technologies. However, adopting AI-based animation in Islamic education also faces significant challenges within the global ecosystem. Cultural considerations and ethical standards must be carefully navigated to ensure that the content aligns with diverse interpretations of Islamic teachings across different communities. The potential impact of AI on traditional educational practices, such as face-to-face interactions between teachers and students, necessitates a delicate balance between technological innovation and the preservation of cultural values. Additionally, the disparity in technological infrastructure and resources between developed and developing countries highlights the need for targeted international cooperation efforts to overcome barriers to technology adoption. To address these challenges, it is crucial to foster collaborative environments that engage local communities, educators, and students in developing and implementing AI-based animation tools. By leveraging international cooperation and the global ecosystem, stakeholders can work together to create innovative, culturally sensitive, and ethically sound AI solutions that enhance Islamic education while respecting traditional values and practices. 4.1.2 Knowledge Exchange Knowledge exchange between developed and developing countries is essential in enhancing local capacity, especially using animation technology supported by artificial intelligence (AI). Developed countries often have better access to resources, infrastructure, and cutting-edge research in technology. Through academic exchange programs, educators from developing countries can learn directly from practitioners and academics in developed countries to understand effective ways to integrate this technology into their educational curriculum. In this context, international workshops 92 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. serve as a platform for sharing experiences, teaching techniques, and best practices, which can enrich educators' understanding of the capabilities and challenges faced in using AI animation in learning (Hassan & Yusof, 2021). Furthermore, this knowledge exchange impacts educators' skills and students' ability to adapt to rapid technological developments. By adopting AI animation technology in education, students can be more engaged in learning and understand complex concepts better. Research shows that the use of innovative technology in education can improve students' learning motivation and academic outcomes (Baker et al., 2019). Therefore, it is essential for developing countries to build networks and collaborations with educational institutions in developed countries to facilitate the exchange of knowledge and experiences. This will enable them to harness the full potential of AI animation technology, thereby contributing to the development of better and more relevant education in today's digital era. 4.2 Infrastructure Support 4.2.1 Technology Provision Providing adequate technological infrastructure is one of the main challenges in implementing artificial intelligence (AI)--based animation, especially in Islamic educational institutions. According to research by Rahman et al. (2021), around 68% of Islamic educational institutions experience limited access to the technology and hardware needed to utilize AI animation optimally. These limitations not only hinder the learning process but also reduce the ability of students and teachers to develop relevant skills in the digital era. Inadequate infrastructure makes it difficult for these institutions to keep up with rapid technological developments, so they risk being left behind in global competition. This shows the need for more government and private sector attention to invest in technology that can support AI-based education in Islamic educational environments (Damoah et al., 2021; Okunlaya et al., 2022). The global ecosystem can significantly address these challenges by providing the tools and internet networks necessary to implement AI animation technology (Hendarto et al., 2022; Solehudin et al., 2025). International collaboration and partnerships between educational institutions and technology companies can help improve the accessibility and quality of existing infrastructure. For example, training and capacity-building programs for teachers and students on animation technology can be facilitated through online platforms that can be accessed from anywhere. Thus, improving the technological infrastructure will not only improve access to education but also open up opportunities for innovation and creativity among students. Suppose concrete steps are taken to improve this infrastructure. In that case, Islamic educational institutions can harness AI animation's full potential to enhance the quality of learning and prepare students for the challenges of an increasingly competitive workforce. 4.2.2 Content Development The development of relevant and engaging content is a crucial aspect of the success of AI animationbased learning, especially in the context of Islamic education. According to research by Ahmad and Saleem (2019), only 55% of studies showed significant efforts in creating content that meets the needs of Islamic education. This indicates that there are still many challenges to be faced in developing learning materials that are informative and that follow the values and principles of Islamic teachings. Relevant content not only increases student engagement but also helps them understand and apply lessons in the context of everyday life. In other words, the development of appropriate content can have a positive impact on the learning process, as well as help students internalize the values taught. International collaboration can be a solution to create AI-based educational materials that are 93 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. contextual and by Islamic values. Through this collaboration, countries with Muslim populations can share knowledge, experiences, and resources to develop better content. This collaboration can include research exchanges, teacher training, and the development of platforms allowing teaching materials to be shared. Using AI technology, educational content can be tailored to local needs, making it more engaging and relevant to students. In addition, international collaboration can help address the lack of content in accordance with Islamic education and improve the overall quality of education. Thus, this collaborative effort will not only enrich students' learning experiences but also strengthen their understanding of Islamic teachings in a global context. 4.3 Resistance to Change 4.3.1 Instructor Attitude Resistance to change experienced by educators is often a significant barrier to adopting new technologies in educational settings. One aspect often highlighted is the implementation of artificial intelligence (AI)-based animation. In a study conducted by Rahman et al. (2021), it was found that around 60% of respondents, including educators, expressed discomfort and hesitation when faced with using this technology. This shows that although technology has the potential to enhance the learning experience, fear of change can hinder innovation. Many educators feel trapped in traditional teaching methods and worry that new technologies can change classroom dynamics and reduce personal interaction with students. To overcome this resistance, it is essential to provide adequate training and education on the benefits and applications of new technologies, including AI animation. Proper education can help educators understand how to use the technology and how it can improve the effectiveness of teaching and learning. According to research by Ertmer and Ottenbreit-Leftwich (2010), training that focuses on developing technological skills and pedagogical understanding can reduce uncertainty and increase educators’ confidence in using technology. Thus, investing in comprehensive training progra ms will go a long way in creating a more innovative and responsive learning environment for students in this digital age. 4.3.2 Supporting Policies Educational policies that support technology integration play an essential role in creating an adaptive and responsive learning environment that is adaptable to current developments. In this context, clear and comprehensive policies drive educational institutions to innovate and adopt the latest technology. With supportive policies, academic institutions will not only be more open to the use of technology but will also have clear guidelines for implementing it. This is important so that the use of technology in education is not just about adopting tools but also includes the development of curricula and teaching methodologies relevant to students’ needs in the digital era. Research by Hassan & Yusof (2021) shows that structured policies can increase student motivation and engagement, ultimately contributing to better learning outcomes. Implementing technology-supportive education policies must also involve training and capacity building for educators. Teachers will have difficulty integrating technology into the learning process without understanding how to utilize it effectively. Therefore, it is essential for the government and educational institutions to provide ongoing training programs so that educators can develop the necessary skills. Research shows that teachers who are trained in the use of technology tend to be more confident in teaching subject matter and better able to create interactive and engaging learning experiences for students (Hassan & Yusof, 2021). Thus, education policies that integrate technology will facilitate the use of digital tools and create a more dynamic and future-oriented education ecosystem. 94 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. 4.4 Increasing Student Engagement 4.4.1 Impact of AI Animation Analysis of recent literature shows that the use of AI-based animations significantly impacts student engagement in the learning process. In a study conducted by Lee et al. (2022), it was found that about 75% of the studies analyzed showed that AI animations could help students understand complex and abstract concepts more effectively. These animations can present information in a more engaging and easy-to-understand way, thereby strengthening students' understanding and retention of the subject matter. When students are actively engaged with content presented in animations, they tend to be more motivated to learn and participate in class discussions. Furthermore, AI animation can also be tailored to each student's learning style, providing a more personalized learning experience. According to research conducted by Mayer (2019), multimedia in learning can improve student understanding because it combines text, images, and sound to facilitate cognitive processes. Thus, AI animation not only functions as a visual aid, but also as a means to support more interactive and adaptive learning. This opens up new opportunities in education, where students can learn in a more enjoyable and effective way. Further research is needed to explore the full potential of AI animation in educational contexts and to understand how best to integrate it into existing curricula. 4.4.2 Learning Motivation Increasing student engagement in the learning process is a key factor that can influence their learning motivation. When students feel actively involved, whether through discussions, practical activities, or the use of technology such as interactive animations, they tend to be more enthusiastic about learning. Research conducted by Brown (2020) shows that the use of interesting animations can attract students' attention and make them more focused on the material being taught. In this way, students are not only passive recipients of information, but also play an active role in exploring and understanding concepts more deeply. This leads to a more enjoyable and meaningful learning experience, which in turn increases their motivation to study harder. In addition, high motivation will have a positive impact on student learning outcomes. When students feel motivated, they tend to be more persistent in facing academic challenges and do not give up easily when faced with difficulties. A study conducted by Ryan and Deci (2000) explained that intrinsic motivation, which arises from personal interest and satisfaction, can lead to deeper engagement and better learning outcomes. In this context, interactive animations not only serve as visual aids, but also as significant motivational boosters. By utilizing engaging technology, educators can create a learning environment that supports and stimulates students' interests, so that they are more motivated to achieve their academic goals. Thus, it is important for educators to consider innovative teaching methods to increase student engagement and motivation simultaneously. 4.5 Conclusion and Reflection This study highlights the importance of the global ecosystem in optimizing AI-based animation learning practices in Islamic education environments. In this context, collaboration between governments, educational institutions, and the technology industry is crucial. For example, a study conducted by UNESCO (2020) shows that synergy between these sectors can create an environment that supports innovation and the application of technology in education. By increasing international cooperation, Islamic education can take advantage of the various resources and knowledge available around the world. Adequate infrastructure, such as fast internet access and modern technological devices, are also important factors in supporting the implementation of AI-based animation learning. This will not only improve the quality of education, but also the relevance of the Islamic education 95 © The Authors. All rights reserved. Dwi Rizki Novitasari et al. curriculum in facing the challenges of the ever-evolving era. Furthermore, this study is expected to be a foundation for further research and encourage the adoption of AI technology in Islamic education more widely. Effective implementation of AI technology can improve students' learning experiences, provide real-time feedback, and adapt learning materials according to individual needs. According to a report from the World Economic Forum (2021), the integration of technology in education can produce better learning outcomes and prepare students to face an increasingly competitive world of work. Thus, it is important for stakeholders to focus not only on technology development, but also on educator training and providing the necessary resources. Through a holistic and collaborative approach, Islamic education can transform to become more modern and relevant, and be able to contribute to creating a generation that is ready to face global challenges. CONCLUSION This study highlights the importance of the global ecosystem in supporting the implementation of Artificial Intelligence (AI)-based animation in Islamic education environments. Using the Systematic Literature Review (SLR) approach, it was found that 75% of the studies reviewed showed that AI animation can improve student engagement and understanding in learning. This technology provides interactive visualization, making it easier to understand complex and abstract concepts in Islamic education. However, the main challenges faced are limited infrastructure, resistance to change from teachers, and lack of relevant content development. Therefore, support from the global ecosystem consisting of governments, educational institutions, and the technology industry is needed to overcome these obstacles and facilitate the integration of AI technology into the Islamic education curriculum. Suggestion 1. Strengthening International Cooperation: Efforts are needed to strengthen international collaboration that can facilitate the transfer of knowledge and technology. Academic exchange programs and international workshops can be strategic steps to strengthen local capacity in utilizing AI animation. 2. Improving Technology Infrastructure: The government and the technology industry must collaborate to provide adequate infrastructure, including fast internet access and appropriate hardware, to support the adoption of these technologies in Islamic educational institutions. 3. Educational Content Development: There needs to be more effort in developing AI-based content that is contextual and in accordance with Islamic values. Collaboration between technology developers and Islamic education experts can produce materials that are relevant and interesting for students. 4. Teacher Training and Education: Training teachers on the benefits and uses of AI animation technology in learning is essential. This education can help reduce resistance and build readiness to adopt new learning methods. 5. Establishing Supporting Policies: The government must formulate educational policies supporting integrating technology into the curriculum. These policies should include clear guidelines for academic institutions in implementing AI technology effectively. With these strategies, it is hoped that Islamic education can transform to be more modern and relevant and able to face challenges in the digital era. 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