The present study aimed to examine the role of religious orientation in predicting AI ethical reflection among student teachers. The statistical population consisted of undergraduate student teachers in the Faculty of Educational Sciences (fourth semester and above) during the 2024–25 academic year, all of whom used AI tools for at least one hour daily. A sample of 150 participants was selected using a random sampling method. Research instruments included the Religious Commitment Questionnaire (intrinsic and extrinsic) and the AI Ethical Reflection Scale, which comprises three components: ethical awareness, critical evaluation, and the use of AI for social good. Data were analyzed using Pearson correlation and standard regression.

The findings indicated that both intrinsic and extrinsic religious commitment had positive and significant correlations with all dimensions of AI ethical reflection (r = 0.28 to 0.47, p < 0.01). Intrinsic religious commitment showed the strongest relationships with critical evaluation and the use of AI for social good. Regression analysis also demonstrated that both dimensions of religious commitment significantly predicted AI ethical reflection; however, intrinsic religious commitment was the stronger predictor (B = 0.59, t = 5.12, p < 0.01), while extrinsic commitment had a weaker predictive role (B = 0.31, t = 2.05, p < 0.05). The overall regression model was significant (F = 15.5, p < 0.01) and accounted for approximately 36% of the variance in AI ethical reflection.

Based on the results, intrinsic adherence to religious beliefs and values plays a more influential role in shaping ethical sensitivity, critical thinking, and responsible use of AI among student teachers. These findings highlight the importance of integrating religious and ethical education within academic programs related to emerging technologies.