Abstract
The expanding use of generative artificial intelligence in higher education has created ethical challenges related to plagiarism, academic dependency, misinformation, algorithmic bias, and declining critical thinking among students. These concerns are particularly critical for pre-service teachers because they are expected to become future educators and ethical role models in increasingly technology-driven classrooms. In many universities, students frequently use AI tools to complete assignments, generate essays, summarise readings, and produce classroom materials without fully understanding ethical boundaries. Although prior studies on artificial intelligence in education have primarily emphasised technology adoption, learning effectiveness, and digital competency, limited attention has been given to the role of religious values and ethical awareness in shaping responsible artificial intelligence behaviour. This gap remains significant in Islamic higher education institutions where moral education constitutes an essential component of academic development. Grounded in Social Cognitive Theory, Islamic Ethical Framework, and Responsible Innovation Theory, this study examines the influence of Islamic religiosity and AI literacy on responsible artificial intelligence use through the mediating role of ethical AI awareness. A cross-national quantitative design was employed involving 387 pre-service teachers from teacher education institutions in Indonesia and Malaysia. Data were collected through structured questionnaires and analysed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The findings indicate that Islamic religiosity and AI literacy significantly improve ethical AI awareness, which subsequently promotes responsible artificial intelligence use. Ethical AI awareness partially mediates both relationships. This study proposes a novel framework integrating moral values, technological competence, and ethical awareness while offering practical implications for ethical AI governance and curriculum development in teacher education institutions.