Technology, AI and Digital Conduct Mastery Check

1. What this assessment measures

Qur’an 2:255 establishes that the knowledge of اللّٰه (ALLAH) encompasses creation while created beings encompass only what He wills. The assessment therefore rejects every suggestion that an AI system is all-knowing, spiritually authoritative or a source of revelation.

Qur’an 96:5 teaches that اللّٰه (ALLAH) taught the human being what they did not know. Human learning and engineering are real work carried out through created abilities; they do not make the resulting tool independent of the Creator.

Each gold Qur’an panel uses the locked Uthmani Arabic catalogue and separately named English translations. The page keeps six categories distinct: direct Qur’anic teaching, authentic hadith, qualified fiqh application, current technical evidence, current law or regulation, and Tawheed Club’s educational guidance. Technology changes quickly; a current technical description is not revelation, and a general fiqh statement is not an automatic verdict for every tool or use.

Tawheed boundary: اللّٰه (ALLAH) alone is the Creator, the Knower of the unseen and the source from whom all created ability and permitted knowledge ultimately come. People build machines from created matter and use faculties they did not originate. An AI system is a tool: it is not divine, prophetic, a rival creator, a moral authority or a source of revelation. Fluent output is not proof of consciousness, wisdom, truth or access to the unseen.

A perfect score shows mastery of this introductory course, not qualification to issue a fatwa, conduct a forensic investigation or decide a safeguarding case. Real decisions still require the responsible human professional and, where a ruling is needed, a qualified scholar who understands the facts.

For adults teaching children: demonstrate with fictional prompts and non-animate sample media. Teach children never to enter a real name, face, voice, school, address, location, medical detail or private conversation into an AI tool. Keep adult-controlled accounts and privacy settings, supervise generated content, explain that convincing output can be wrong, and provide a simple route for reporting anything frightening, sexual, hateful, manipulative or secretive.

2. Verification before reliance

Qur’an 17:36 forbids following what one lacks knowledge of. Questions distinguish a fluent output from verified knowledge and require the learner to identify the original source rather than asking the same generator for reassurance.

Qur’an 49:6 commands verification where false or unreliable news could harm people. The quiz applies that principle to generated citations, viral claims, synthetic media and religious answers.

When answering, name the evidence category: Qur’an, authentic hadith, qualified fiqh application, current technical description, regulation or educational guidance. A statement can be useful and true without belonging to the same authority as revelation.

Evidence practice: before using or sharing a digital output, write who or what produced it, the original source, the date, the intended use, the people affected, the personal data involved and the consequence if it is wrong. Check the claim against a named primary or authoritative source, inspect the surrounding context, look for independent confirmation and record uncertainty. For a religious claim, locate the complete Qur’an passage or authentic report and ask a qualified human scholar about its application. Do not cite an AI system as though it were the source of sacred knowledge.

3. Images and recognised difference

Sahih al-Bukhari 5954 contains an authentic warning about image-making, while Sahih Muslim 2110a records advice toward trees and inanimate subjects. The assessment does not conceal those reports.

Ruling boundary: authentic reports contain serious warnings about image-making. Qualified scholars differ over how those reports apply to photography, video, animation, digital drawing and AI-generated imagery. This course records the texts and recognised applications without declaring the disagreement imaginary or pretending that an earlier scholar ruled on a technology that did not yet exist. Ask a qualified scholar who understands the exact medium, subject, purpose, audience and harm.

The correct answers neither erase disagreement nor weaponise it. They require the learner to define the medium and purpose, protect consent and rights, and seek qualified guidance for a real case. Tawheed Club’s non-animate policy remains an organisational safeguard rather than a universal fatwa.

Questions about AI images also test deception and harm. Even under a permissive view of a medium, a fabricated confession, non-consensual intimate image or false depiction of a real event remains a separate grave wrong.

4. Privacy and child safety

Qur’an 24:27 teaches respect for permission and private space. In the assessment, this supports a moral frame for consent while current data-protection and safeguarding duties come from their properly named sources.

Qur’an 49:12 forbids spying and backbiting. Learners must distinguish proportionate child safeguarding from humiliation, covert intrusion without need and careless exposure of private data.

Never use a real child’s name, face, voice, school, location, private messages or health information in a practice prompt. If a question describes grooming, sexual exploitation, blackmail, self-harm or credible danger, the answer must move to a trusted adult and the appropriate professional or emergency route.

Digital-safety boundary: never upload passwords, private messages, confidential school or work files, intimate images, health records, children’s identifiers or another person’s data to a public AI service. Never use generated output as the sole basis for medical, legal, financial, safeguarding or religious decisions. Immediate threats, grooming, blackmail, self-harm material, sexual exploitation or credible violence require a trusted adult and the appropriate local professional or emergency route.

5. How scoring and reattempts work

Choose one answer for every question and submit the full attempt. The dashboard should record started time, completion time, score, pass or fail state and attempt count for a signed-in learner. A score below 100% triggers targeted feedback and a reattempt; it must not erase the earlier attempt history.

Read every feedback line, including after a correct answer. Explain why the distractors fail: one may confuse estimation with unseen knowledge, another may treat provenance as truth, while another may hide recognised scholarly disagreement.

If Arabic recognition is difficult, return to the complete gold verse panel, listen to a qualified teacher and use the named translation. Recognition helps a learner find evidence; it does not authorise independent interpretation.

Evidence practice: before using or sharing a digital output, write who or what produced it, the original source, the date, the intended use, the people affected, the personal data involved and the consequence if it is wrong. Check the claim against a named primary or authoritative source, inspect the surrounding context, look for independent confirmation and record uncertainty. For a religious claim, locate the complete Qur’an passage or authentic report and ask a qualified human scholar about its application. Do not cite an AI system as though it were the source of sacred knowledge.

6. Completion and next action

After achieving 100%, open the Digital Decision, Verification and Family Safety Workbook. Apply its steps to a fictional low-risk example before using it for a real household decision.

If the learner is signed in, this assessment may be assigned to self or a linked child account with an optional deadline. Adults should use progress data to support learning, not shame a child. Resetting the current learning state must not silently falsify historical attempts.

Return to Technology, AI, Image-Making and Digital Conduct whenever an answer was guessed. The purpose is careful conduct that pleases اللّٰه (ALLAH), not speed or a decorative certificate.

For adults teaching children: demonstrate with fictional prompts and non-animate sample media. Teach children never to enter a real name, face, voice, school, address, location, medical detail or private conversation into an AI tool. Keep adult-controlled accounts and privacy settings, supervise generated content, explain that convincing output can be wrong, and provide a simple route for reporting anything frightening, sexual, hateful, manipulative or secretive.

Evidence practice: before using or sharing a digital output, write who or what produced it, the original source, the date, the intended use, the people affected, the personal data involved and the consequence if it is wrong. Check the claim against a named primary or authoritative source, inspect the surrounding context, look for independent confirmation and record uncertainty. For a religious claim, locate the complete Qur’an passage or authentic report and ask a qualified human scholar about its application. Do not cite an AI system as though it were the source of sacred knowledge.