Abstract
The rapid development of generative artificial intelligence has intensified the production of highly realistic manipulated images, increasing the spread of visual disinformation and raising critical concerns beyond technical domains. While existing studies largely focus on detection technologies, limited attention has been paid to the psychological and moral dimensions of AI-generated visual manipulation, particularly within religious higher education contexts. This study explores the forms of AI-generated photo manipulation encountered by Muslim university students, the psychological responses elicited by exposure to such content, and the ethical reasoning underpinning their judgments and coping strategies. Employing an exploratory qualitative approach, data were collected from five undergraduate students at UIN Siber Syekh Nurjati Cirebon through in-depth interviews and semi-structured online questionnaires. The findings indicate that AI-manipulated images predominantly involve fabricated interactions with public figures, altered representations of celebrities and political actors, and subtle visual anomalies signaling artificial construction. Exposure to these images generates psychological effects including cognitive ambiguity, anxiety, fear of identity misuse, and declining epistemic trust in digital information. Drawing on Islamic ethical principles, participants largely interpret deceptive AI-generated photo manipulation as a violation of shiddiq (truthfulness) and amanah (moral responsibility), while expressing conditional acceptance of parody or entertainment when transparency, consent, and non-harm are ensured. To mitigate disinformation risks, students adopt integrated coping strategies encompassing individual verification practices, peer-based clarification, and critical digital literacy informed by moral awareness (tabayyun). This study contributes to global discussions on AI ethics and education by highlighting the need for value-based digital literacy frameworks that integrate psychological resilience and moral reasoning in responding to AI-driven visual disinformation within higher education.