Cybergogy and Multiliteracy in AI-Mediated Academic English: A Conceptual Study in Islamic Higher Education Arum Putri Rahayu
STAI MA^arif Magetan
Abstract
This conceptual study examines how cybergogy can be used to promote multiliteracy in AI-mediated academic English learning within Islamic higher education. Focusing on the context of the Islamic Religious Education (Pendidikan Agama Islam/PAI) program at STAI Ma^arif Magetan, the article responds to the increasing demand for students to access, interpret, and produce scholarly texts in English in the Society 5.0 era, where digital technologies and artificial intelligence (AI) pervade academic communication. Two questions guide the discussion: how cybergogical principles can be conceptualized and operationalized to support multiliteracy in academic English learning, and what opportunities and challenges arise when cybergogy is used as a framework for fostering multiliteracy and responsible engagement with AI tools. Using a qualitative conceptual approach, the study synthesizes literature on cybergogy, multiliteracy, academic English, AI in education, and Islamic higher education. The analysis shows that cybergogy provides a coherent pedagogical lens that links cognitive, emotional, and social engagement with linguistic, digital, visual, information, and intercultural literacies in AI-rich environments. At the same time, its implementation faces challenges related to lecturer preparedness, risks of cognitive overload, unequal access to digital and AI resources, and tensions around academic integrity and Islamic ethics. The article concludes that cybergogy offers a promising framework for designing academic English courses in PAI programs that are multiliterate, ethically grounded, and aligned with the human-centered vision of Society 5.0, while also highlighting the need for further empirical research and institutional support.
