Algorithmic-Theology-raw-data

Title: Algorithmic Theology: Raw Data from the Article on the Competence of Artificial Intelligence Models in Teaching the Articles of Faith

1. Description / Overview This dataset contains the raw text outputs generated by three prominent Large Language Models (ChatGPT, Claude, and Gemini) in response to structured prompts concerning Islamic articles of faith. The data was compiled to evaluate the pedagogical, theological, and epistemological competence of artificial intelligence tools within the context of Islamic religious education. This dataset serves as the foundational data for the article titled "Algorithmic Theology: The Competence of Artificial Intelligence Models in Teaching the Fundamentals of Islamic Faith".

2. Data Collection Methodology During the data collection phase, the AI models were explicitly instructed to tailor their responses to a 9th-grade student level, strictly within the framework of the current Religious Culture and Moral Knowledge (DKAB) curriculum in Türkiye. Specific questions regarding the articles of faith were selected from the official curriculum and individually posed to each AI model. The generated outputs were recorded without any alteration to preserve the epistemic and theological integrity of the models' original responses.

3. Dataset Contents The dataset typically includes the following fields (columns):

Prompt/Question: The specific theological question derived from the 9th-grade DKAB curriculum.

AI Model: The specific tool used to generate the response (ChatGPT, Claude, or Gemini).

Raw Output: The exact, unedited text generated by the AI model.

Evaluation Category: Variables indicating the pedagogical richness, theological consistency, and epistemological accuracy of the response as coded by the researchers.

4. Value of the Data / Potential Use Cases This dataset provides empirical material for researchers studying the intersection of theology, education, and artificial intelligence. It can be utilized to analyze AI bias in religious contexts, compare the alignment of different LLMs with specific religious curricula, and explore the ethical dimensions of using AI as an epistemic authority in religious education.