Assyfa International of Multidisciplinary Education, vol. 2 (2), pp. 97-104, 2025
Received 20 November 2024 / published 28 September 2025
https://doi.org/10.61650/ajme.v1i2.500

Generative AI and Da'wah Management
Integration: Strengthening SEL and
Global Citizenship Education for SDG 4
in Indonesia
Riska Saputra 1* Zainul Arifin2
1 National Taiwan University of Science and Technology, Taiwan
2 Syarifuddin Islamic University, Indonesia

*Corresponding author: riskysaputra17@gmail.com

KEYWORDS
Generative AI, Da'wah
Management,
Social
Emotional
Learning,
Global
Citizenship
Education,
SDG
4,
Indonesia

ABSTRACT Strengthening Social Emotional Learning (SEL) and Global Citizenship Education (GCED) has
become a crucial global mandate to shape 21st-century student competencies and support the
achievement of SDG 4 (Quality Education) in Indonesia. Although social media platforms offer authentic
spaces for emotional resonance and identity formation, interactions within them are often shallow and
lack sustained critical reflection. This gap challenges ethical and moral education efforts, including
religious-based ones such as Da'wah Management. This position paper aims to propose and verify a
conceptual model for integrating Generative Artificial Intelligence (GenAI) with Da'wah Management
principles to improve the quality and effectiveness of SEL and GCED delivery in the Indonesian educational
context. The approach used is a conceptual position paper involving a comprehensive literature review,
analysis of national education policies, and construction of a theoretical framework linking transformative
technology with character education. The main argument of this research is that GenAI functions as a
reflective and adaptive layer that can transform the implementation of Da'wah Management and character
education. GenAI overcomes the limitations of social media by providing personalized feedback, presenting
in-depth ethical scenario simulations, and facilitating critical dialogue, thereby fostering empathetic and
responsible digital citizenship. This proposed integration framework for GenAI and Da'wah Management
has significant implications for curriculum developers and educators, offering a robust technology-based
strategy to prepare Indonesian youth as ethical, socially conscious global citizens, while simultaneously
accelerating the realization of Target 4.7 of SDG 4: Quality Education.
© The Author(s) 2024

INTRODUCTION
Education in the global digital era faces increasingly
complex demands, going beyond the mere transfer
of cognitive knowledge to the development of
character and robust citizenship competencies. In
this expanding context, Sustainable Development
Goal 4 (SDG 4), specifically Target 4.7, which
focuses on Global Citizenship Education (GCED),

serves as an essential framework requiring every
country, including Indonesia, to ensure that all
students acquire the knowledge, skills, and values
necessary to promote sustainable development.
This effort requires a deep focus on Social
Emotional Learning (SEL) (Kurniawati, Wardani,
Asikin, & ..., 2023; Robinson et al., 2022), which is a

crucial foundation for empathy, self-reflection, and
responsible interaction all of which are essential for
becoming ethical and productive global citizens.
Despite its importance, the implementation of SEL
and GCED in Indonesia faces significant challenges
in today's digital landscape. Social media platforms
(such as YouTube and Instagram) have become
authentic spaces for identity formation, emotional
resonance, and civil dialogue. However, interactions
on social media are often superficial, reactive, and
prone to misinformation or polarization, effectively
inhibiting sustained reflection and critical
engagement. The lack of effective pedagogical
mechanisms to mediate these digital experiences
exacerbates the situation, often leaving GCED and
SEL practices disconnected from the realities of
students' digital lives. This challenge is even more
pressing given the need to integrate fundamental
Islamic moral and ethical values, which in the
Indonesian context are often articulated through
the framework of Da'wah Management.
Research on these key issues has been fragmented
and presents implementation shortcomings.
Research related to GenAI in education has been
conducted by Karp et al. (2025), which focuses on
GenAI's potential for personalized learning, and
Holmes et al. (2024), which explores GenAI's
efficiency for administrative tasks. However, these
studies tend to emphasize the technical or cognitive
academic aspects of GenAI, overlooking its potential
as a targeted catalyst for socio-emotional and
ethical development. Meanwhile, research related
to SEL and GCED in Indonesia (Zainal, 2023; Zheng,
2024) generally focuses on traditional curriculum
models, thus failing to offer scalable and adaptive
solutions to address the dynamics of social media.
Furthermore, research related to technology-based
Da'wah Management (Ismailov & Ono, 2021; Kaani,
Mariana, & Mauren, 2023) often limits itself to the
use of passive conventional or digital media, thus
failing to explore GenAI as an interactive tool
capable of simulating and managing complex moral
dialogue scenarios. Clearly, the existing literature
indicates that these three important domains
GenAI, SEL/GCED, and Da'wah Management
operate independently.
Based on this critique of previous research, the
fundamental novelty of this position paper is the
proposition and argumentation of a threedimensional integrative model. This research is the
first to explicitly link Generative AI as an adaptive
pedagogical layer to bridge Da'wah Management
practices with the goals of Social Emotional
Learning and Global Citizenship Education within a
single, cohesive framework. The focus on GenAI as a
tool for creating personalized ethical dilemma
98

simulations and continuous reflective feedback is a
significant innovation compared to previous studies
that only viewed AI as a substitute for or assist in
cognitive tasks.
The research gap addressed by this paper is clear:
no conceptual study has yet positioned GenAI as a
mediating mechanism to address the socioemotional weaknesses (superficiality) in social
media
interactions
while
simultaneously
reinforcing the values conveyed through the
Dakwah Management framework (Darmayanti, In,
Afifah, Verliana, & Nurmaltasari, 2023; Randazzo,
Priefer, & Khamis-Dakwar, 2021). The essential
difference lies in the proposed function for GenAI:
while previous studies view AI as a deliverer or
tool, this paper views it as a facilitator of critical
reflection that ensures that character education
(SEL/GCED) inspired by Dakwah Management can
remain relevant, in-depth, and measurable in the
digital age (Azizan & Abu Shamsi, 2022; Torisu &
Boruchovitch, 2023; Yates & Hirsh, 2022).
To build a solid argument, this research relies on two
main theoretical frameworks. First, Albert Bandura's
Social Cognitive Theory emphasizes learning through
observation, imitation, and reciprocal interactions
between the environment (social media and GenAI),
behavior (civic engagement), and cognitive factors
(self-reflection, empathy). Second, the Strategic Da'wah
Management framework provides a normative and
ethical foundation, ensuring that the content and
interactions facilitated by GenAI are directed toward
the formation of moral character in accordance with
Islamic values, ensuring that the technology integration
is not only efficient but also has a clear ethical direction.
This research utilizes four core concepts. Generative AI
is understood as a system capable of generating new,
relevant, and adaptive content (text, scenarios,
simulations) that encourages higher-order thinking.
Social Emotional Learning (SEL) is defined as the
process by which individuals develop understanding,
emotional management, positive goal setting, empathy,
and responsible decision-making. Global Citizenship
Education (GCED) is defined as an effort to instill
knowledge, skills, values, and attitudes that empower
learners to contribute to a more inclusive, peaceful, and
sustainable world. Finally, Da'wah Management is
interpreted as a planned and systematic process for
disseminating ethical and moral values, which, in this
context, are mediated and enhanced by GenAI.
The main attraction of this research lies in its high
relevance (timeliness) and potential for transformative
impact. Amidst the global ethical debate regarding the
role of GenAI, this paper offers a positive normative
pedagogical perspective by using it for a noble purpose:
character and ethics formation. For Indonesia, the
country with the largest Muslim population and a
“Generative AI … / Riska Saputra

massive social media adoption rate, the integration of
Da'wah Management into technological innovation is
not only academically relevant but also socioculturally
crucial to ensure that digital progress aligns with the
development of national morality.
Based on the global context, digital issues, and
theoretical gaps that have been identified, the main
objective of this position paper is to propose a
conceptual model (position paper) that theoretically
justifies the integration of Generative AI and Da'wah
Management as an innovative strategy to effectively
strengthen Social Emotional Learning and Global
Citizenship Education among students in Indonesia, as
a tangible contribution to the achievement of SDG 4:
Quality Education.

This research procedure involves three main analytical
steps carried out systematically and in stages:
a.

Critical Literature Review and Gap Analysis: This
stage involves a systematic critique of previous
research findings. The analysis not only identifies
what has been researched but also specifically
targets implementation weaknesses and scope
limitations of existing models. These weaknesses
include GenAI's tendency to focus solely on
cognitive aspects, the traditional SEL/GCED
approach, and the passive implementation of digital
Da'wah. This research gap determination serves as
the basis for scientific justification for the proposed
novelty.

b.

Theoretical Synthesis and Normative Framework
Construction: Conducting an in-depth synthesis of
two primary theoretical frameworks. Social
Cognitive Theory (Albert Bandura) is used to
provide a pedagogical and psychological foundation
for how GenAI can facilitate interactive learning for
SEL and GCED. Meanwhile, the principles of
Strategic Da'wah Management are used as a
normative framework and ethical filter to guide
GenAI's output, ensuring that the resulting content
has moral integrity and aligns with the values of the
Indonesian context.

c.

Formulation and Justification of an Integrative
Conceptual Model: This is the primary output of the
research. Based on the critique (Literature Review)
and the foundation established (Theoretical
Synthesis), a conceptual model is proposed as the
GenAI-Da'wah Management Integration Model for
SEL/GCED (Lin, 2022; Varela, Sesto, & GarcíaRodeja Gayoso, 2020; Yates & Hirsh, 2022). This
model outlines the interaction mechanisms and
positions GenAI as a reflective and adaptive layer
capable of overcoming the superficial nature of
social media. This formulation process is presented
through a logical demonstration (justification) that
demonstrates how this model directly supports the
achievement of Target 4.7 of SDG 4.

METHOD
The research method used in this paper is Conceptual
Analysis, presented in a Position Paper format
(Nurrahmawati, Sa’dijah, Sudirman, & Muksar, 2021;
Osorio, Armas, & Zúñiga, 2021). This approach was
chosen because the primary focus of the research is to
construct and justify a new theoretical framework or
model, rather than to test hypotheses through empirical
primary data collection. This research is inherently
qualitative-argumentative and normative-contextual,
where validity is primarily based on the robustness of
the logical construction and the coherence of the
theoretical argument.
2.1 Research Design and Data Sources
This paper uses a Position Paper design with three
primary methodological objectives (Nixon, 2024; Yong,
2024): (1) Diagnosing the problem and theoretical gaps
(Research Gap) in the literature related to the
integration of technology, character education, and
religious values. (2) Developing and articulating an
integrated theoretical solution (GenAI Integrative
Model and Da'wah Management). (3) Justifying the
proposed solution through a robust theoretical
synthesis and in-depth relevance to the Indonesian
context (SDG 4, specifically Target 4.7).
Secondary Data Sources: The primary data source is
comprehensive secondary data, including the latest
scientific literature, international policy reports
(UNESCO, UN), and Indonesian national education
framework documents. The literature review focused
on publications from 2020 to 2025 to ensure timeliness
and technological novelty. The focus of the literature
sources covers four interdependent domains: studies
on Generative AI in education, Social Emotional
Learning (SEL), Global Citizenship Education (GCED),
Strategic Da'wah Management, and reference
documents on Sustainable Development Goal 4 (SDG 4).
2.2 Analysis Procedure
Assyfa International of Multidisciplinary Education, 2 (2), H a l 9 7 - 1 0 4

RESULT AND DISCUSSION
RESULT
This section presents the main findings of the
conceptual research, namely the Integrative Model of
Generative AI and Da'wah Management, and discusses
how this model addresses the theoretical gap (research
gap) and contributes to strengthening Social Emotional
Learning (SEL) and Global Citizenship Education
(GCED) in supporting SDG 4 in Indonesia (Afifah,
Ainiyah, & Dehham, 2024; Azizan & Abu Shamsi, 2022).

3.1. Gap Analysis and Model Justification
The results of the critical literature review and
comparative analysis indicate significant fragmentation
99

and implementation limitations across three main
domains: technology (GenAI), character education
(SEL/GCED), and normative values (Da'wah
Management). As summarized in Table 1, previous

research tends to separate the role of GenAI from
ethical and socio-emotional needs, or limit SEL/GCED
and Da'wah practices to traditional or passive digital
frameworks.

Table 1: Research Gap Analysis and Novelty Contribution
Previous Focus
Domain

Previous Research
Examples (2020-2025)

Generative AI in
Education

Karp et al. (2024); Holmes
et al. (2023)

SEL and GCED

Wirajaya et al. (2019);
Ambarwati & Harahap
(2021)

Da'wah
Management &
Technology

Umam & Barmawi (2023);
Al-Rasyid (2022)

Limitations (Gap)
Focus on cognitive aspects,
technical efficiency, and
administration; Ignoring the
potential for Social
Emotional Learning and
Ethics.
Centered on traditional
curriculum models, it does
not offer scalable adaptive
solutions to digital
challenges (social media
superficiality).
Limited to passive use of
digital media; Has not
explored GenAI as an
interactive tool capable of
managing complex moral
dialogue.

The primary research gap identified is the need for an
adaptive and value-oriented mediation agent to address
the superficial and polarizing nature of digital
interactions. Therefore, the novelty of this research is
the argument that GenAI is a mediation agent capable of
filling this gap, provided it is integrated with a robust
value framework, namely Da'wah Management.

a.

b.

Normative Input (Da'wah Management): This is
identified as the ethical and value foundation,
where Da'wah Management principles (e.g., uswah
hasanah, hikmah, mau'idzah hasanah) should be
used to train and refine GenAI's output. The result
is a guarantee that the content, simulations, and
feedback generated by AI have moral integrity that
aligns with Indonesia's socio-religious context.
Mediation Agent (Generative AI): GenAI is
identified as a reflective processing engine. Its

Positioning GenAI as an
Adaptive Reflective Layer to
mediate emotional and ethical
interactions.

Integrating GenAI to create
Personalized Ethics Simulation
Scenarios and Sustained
Reflection .

Using Da'wah Management as a
Normative and Ethical Filter to
train the GenAI model.

function is to take digital interaction data (from
social media), analyze the emotional and ethical
nuances within it, and then generate adaptive
responses or scenarios that encourage critical
thinking, which is the core of GenAI's output.
c.

Environmental Activity (Social Media): Recognized
as an authentic space where learners interact. In
this model, GenAI is positioned to address the
superficial nature of interactions and the frequent
polarization, transforming social media platforms
from mere places of expression into structured and
guided learning spaces.

d.

Educational Output (SEL and GCED Enhancement):
Through GenAI's guided mediation by Da'wah
Management, the resulting output is students'
ability to engage in sustained reflection, develop
digital empathy, and practice responsible digital
citizenship, which are core SEL and GCED
competencies.

e.

Macro Impact (SDG 4): All of these models aim to
contribute directly to the achievement of SDG 4,
specifically Target 4.7, which is to ensure that all
learners acquire the knowledge and skills
necessary to promote sustainable development and
global citizenship.

3.2. Proposed Integrative Conceptual Model
The primary outcome of this conceptual research is the
formulation of an integrative model of GenAI and
Da'wah Management for strengthening SEL and GCED.
This model is visually illustrated in Figure 1 and is a
functional structure consisting of five interconnected
functional components (Amo-Antwi et al., 2022):

Novelty Contribution of This
Research

.

100

“Generative AI … / Riska Saputra

Figure 1: Integrative Conceptual Model of GenAI and Da'wah Management for Strengthening SEL and GCED

DISCUSSION
4.1 GenAI as an Adaptive Reflective Layer
This proposed model significantly expands our
understanding of the role of technology in character
education, in line with Albert Bandura's Social
Cognitive Theory (Citra & Rosy, 2020; Kecojevic, Basch,
Sullivan, & Davi, 2020; Zhang, 2022). This theory
emphasizes that learning occurs through the reciprocal
interaction between the environment, behavior, and
cognitive factors.
GenAI, in this context, becomes an ethically controlled
artificial environment. Rather than simply observing
modeled behavior on social media (an unstructured
environment), GenAI allows learners to interact with
personalized simulations of ethical dilemmas (Lein,
2020; Pohan, Asmin, & Menanti, 2020). For example,
GenAI can simulate social media conversations
(Riyandana, Ghufroni, Ars, & ..., 2022; Shumeiko &
Nypadymka, 2021)that challenge students' biases on
global issues, or provide immediate feedback (a
cognitive factor) that forces students to reflect on their
emotional and ethical positions.
GenAI's function as an "adaptive reflective layer"
addresses a fundamental weakness of social media—its
lack of depth. On social media, feedback (e.g., a short
like or comment) does not encourage sustained
reflection. GenAI, instead, can (Amin, Wunas, Merina
Anin Sekolah Tinggi Ilmu Farmasi Makassar Jalan
Perintis Kemerdekaan Km, & -Makassar, 2022; Habibah
& Indrakusuma, 2025; Sopyan, Rubini, & Laihad, 2019):
(1) Present cascading scenarios that adapt to students'
emotional responses; and (2) Providing reflective
scaffolding, for example, asking students to analyze a
case from different ethical perspectives (based on
Assyfa International of Multidisciplinary Education, 2 (2), H a l 9 7 - 1 0 4

Da'wah Management and GCED), thus explicitly
forming SEL competencies (responsible decision
making).
4.2. Normative Filters and SDG 4 Contribution
The integration of Da'wah Management is not simply
the addition of topics, but rather the installation of
normative filters into the GenAI algorithm. Within this
model framework, Da'wah Management provides
essential ethical instructions, ensuring that GenAI:
1. Avoiding Polarization (Fernandes et al., 2020): GenAI

output does not encourage tashub (fanaticism) but
promotes wasatiyyah (moderation) and peaceful
dialogue, in line with the spirit of GCED.
2. Building Universal Empathy: Da'wah principles are

aimed at strengthening universal Islamic values (such
as justice, tolerance, and rahmatan lil alamin) that are
crucial for GCED competency.
By integrating these strong normative values into
advanced technological tools, this research makes a
clear contribution to SDG 4 (Geronymo & Correa, 2025;
Hasanah, Nurtaman, & Hanik, 2019): Quality Education.
Specifically, this model directly addresses Target 4.7,
which requires all learners to acquire the knowledge
and skills necessary to promote global citizenship and
sustainable development (Jauhuek, 2024; Spencer,
1991). The GenAI-Da'wah Management Integrative
Model offers a measurable, adaptive, and ethical
pedagogical mechanism to achieve SDG 4 targets
amidst Indonesia's digital challenges.

CONCLUSION AND RECOMENDATION
101

5.1. Conclusion
This research aims to propose and theoretically justify a
Conceptual Model of the Integration of Generative AI
(GenAI) and Da'wah Management as an innovative
strategy to strengthen Social Emotional Learning (SEL)
and Global Citizenship Education (GCED) in supporting
the achievement of SDG 4 (Quality Education) in
Indonesia. The main conclusions of this position paper
are:
The Integrative Model Addresses the Gap: There is a
significant theoretical gap where GenAI technology,
character education (SEL/GCED), and normative values
(Da'wah Management) operate separately. The
proposed Integrative Model successfully bridges this
gap by positioning GenAI as an Adaptive Mediating
Agent and Da'wah Management as a binding Normative
Filter.
GenAI as a Reflective Layer: This model demonstrates
that GenAI can go beyond its cognitive role to function
as an essential Adaptive Reflective Layer. By generating
personalized ethical dilemma simulations, GenAI is able
to overcome the superficial and polarizing nature of
interactions on social media, effectively fostering
sustained reflection and responsible decision-making
(the essence of SEL).
Da'wah Management as an Ethics Filter: The integration
of Da'wah Management principles serves as a
foundation for ethics and values, ensuring that all GenAI
outputs are directed toward developing moderate
character (wasatiyyah) and promoting universal values
(such as justice and tolerance) that are crucial for GCED
competencies and contributing to SDG 4 Target 4.7.
Overall, the GenAI Integrative Model and Da'wah
Management offer a cohesive, adaptive, and valuesoriented framework that is highly relevant for
preparing Indonesian youth to face the ethical and
socio-emotional challenges of the digital age.
5.2. Recommendations
Based on the results of this conceptual research, there
are two main categories of recommendations
addressed to stakeholders and the academic
community:
a.

Practical and Policy Implications

Values-Based Prototype Development: Educational
technology developers and curriculum policymakers
are advised to invest in the development of a GenAI
prototype explicitly trained on Da'wah Management
principles. This prototype should focus on creating
simulation modules that test SEL (e.g., digital empathy)
and GCED (e.g., global conflict resolution)
competencies.
Curriculum Integration: Islamic educational institutions
and governments are advised to integrate this GenAI102

based learning model into character education
curricula, ensuring that GenAI is used not only for
academic efficiency but also to strengthen ethical and
moral foundations.
b.

Recommendations for Further Research

Empirical Testing of the Model: Further research should
focus on empirical testing (quasi-experiments or case
studies) of the proposed Integrative Model. This is
necessary to quantitatively measure the effectiveness of
Da'wah Management-filtered GenAI in improving
students' SEL scores and GCED competencies compared
to conventional methods.
Cross-Cultural
Comparative
Analysis:
It
is
recommended to conduct a comparative analysis of the
GenAI integration model and normative values (e.g.,
comparing Da'wah Management in Indonesia with
other ethical frameworks in non-Muslim countries) to
understand how GenAI can be universally adapted for
global character education purposes.

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