Technology in Theology: Comparative Analysis of A.I. Academic Integrity Policies in Faith-Based Education Syllabi through Durkheim’s Theory of Moral Regulation

Abstract

This study analyzed different AI policy guidelines reflected in syllabi of faith-based education in higher education in order to come up with recommended policies addressing digital equity and the requirements for ethical disclosure of AI use in an academic instruction setting. The study used a Qualitative Multi-Document Analysis approach on selected faith-based syllabi from a mix of sectarian universities and colleges to extract explicit AI statements, academic integrity clauses, and assignment instructions from the 2025–2026 academic years. Thematic lenses related to regulatory, pedagogical, and theological notions were applied for the study’s analytical framework. Drawing on Durkheim’s theory of moral regulation, the study emphasized that institutional policies on AI serve not only as technical guidelines but also as collective norms that preserve ethical order, spiritual values, and the integrity of human-centered mentoring. The study concluded that integrating AI into faith-based education syllabi requires a carefully crafted policy approach that balances technological efficiency with the preservation of ethical and spiritual values. This study proposed five research-based public AI policy recommendations for faith-based syllabi in congruence with UNESCO’s AI guidelines, frameworks from the Commission on Higher Education (CHED), and De La Salle University’s Policy for Generative AI in Education.