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This study aims to analyze the use of generative artificial intelligence (GenAI) among theology students and its ethical and theological implications for theological education in the Society 5.0 era. The study employs a light mixed-methods approach with a sequential explanatory design, involving theology students as survey and interview participants. The findings show that GenAI is primarily used as a tool to understand course materials, seek initial explanations, develop ideas, and complete academic assignments. Although students demonstrate awareness of potential bias, dependency, plagiarism, and other ethical risks, practices of transparency, information verification, and critical reflection have not been carried out consistently. The concept of imago Dei is relevant as a theological lens for evaluating technology use because it affirms human dignity, responsible freedom, and moral accountability in academic practice. This study concludes that GenAI can support theological learning constructively when used wisely, integrated with Christian faith-based ethical literacy, and strengthened through clear institutional policies, lecturer guidance, and an academic culture that upholds integrity, discernment, and accountability.

This study examines the use of generative artificial intelligence (GenAI) among theology students and its ethical and theological implications for theological education in the Society 5.0 era. Employing a light mixed-methods sequential explanatory design, the research involved theology students through surveys and semi-structured interviews. The findings indicate that GenAI is primarily utilized as a learning support tool for understanding course materials and developing academic assignments. While students demonstrate awareness of potential bias and ethical concerns, consistent transparency and critical reflection in AI usage remain limited. The theological concept of imago Dei emerges as a significant analytical lens, emphasizing human dignity and moral responsibility in academic practices. The study concludes that GenAI can constructively support theological education when integrated with faith-based ethical literacy and clear institutional guidelines.

GenAI has currently been widely integrated into learning in secondary schools, as it is considered to provide the potential to enhance the learning experience for students. However, using GenAI in secondary school settings remains controversial, as its benefits coexist with significant ethical, social, and educational challenges. This review critically examines the role of GenAI in secondary school education, assessing current applications, potential educational benefits, and unique challenges. Through the exploration of case studies and empirical research, the researcher highlights key areas where GenAI can enhance learning while presenting possible drawbacks and ethical dilemmas. The researcher concludes by suggesting guidelines for the responsible integration of GenAI in secondary school education, aiming to capitalize on its potential while addressing critical risks.

Advances in technology, particularly Generative AI (GenAI), have opened up great opportunities in improving critical and creative thinking skills in education. It offers the potential for personalizing learning, strengthening collaboration, and creating innovative environments that support the development of essential 21st century skills. This article discusses the relevance and implementation of GenAI in learning, examining the benefits it brings, such as increased student analysis and innovation, as well as the challenges faced, including technology dependency, accessibility gaps, and teacher training needs. With thoughtful implementation strategies, GenAI can be a catalyst for empowering students in an inclusive manner, although it requires regulations and policies that support its sustainability and equitable distribution of benefits. The results of this discussion confirm that the integration of GenAI in education requires a holistic approach to ensure its significant impact on student learning and skill development.