Introduction and Objective: With the expansion of artificial intelligence, understanding users' ethical interaction with this technology has become increasingly important. This study, emphasizing the role of moral identity, examines its relationship with AI literacy and the impact of both on ethical behavior in the use of intelligent systems.
Research Methodology: The present study employs a library-based method with a descriptive-analytical approach, drawing on sources from moral psychology, AI ethics, Islamic ethical frameworks, and practical guidelines from the intelligence community.
Findings: A review of the sources indicates that moral identity (including the internalization of traits such as fairness, honesty, and responsibility) plays a mediating and moderating role in how AI outputs are interpreted, how ethical risks are assessed, and how decisions are made. While AI systems can simulate moral reasoning, they lack genuine moral agency, consciousness, intention (niyyah), and accountability. Contemporary models of ethical-moral intelligence emphasize that effective AI literacy must integrate three dimensions: technical competence, ethical reasoning, and spiritual-moral awareness. Furthermore, frameworks such as the UNESCO Recommendation, the US Intelligence Community's AI Ethics Framework, and Islamic ethical principles (including khilafah, amanah, ‘adl, and niyyah) all underscore the necessity of human accountability, transparency, and justice in the application of AI.
Conclusion: Educational transformation in the digital age requires cultivating strong moral identity and comprehensive AI literacy, achieved through integrated approaches, continuous assessment, and the reinforcement of responsibility, leading to ethical engagement and the preservation of human agency.