Year: 2025
Type: article
Abstract: The integration of artificial intelligence in education marks a transformative era, rich with both promise and complexities. This paper conducts a systematic analysis of the principal ethical challenges and governance approaches in educational AI applications. This research identifies three critical ethical concerns in current educational AI implementations. First, the protection of student data privacy and security has emerged as a paramount concern, as sensitive personal information and learning data become increasingly vulnerable to breaches and misuse. Second, issues of algorithmic fairness threaten educational equity, as AI systems may inadvertently amplify existing disparities in resource distribution through inherent algorithmic biases. Third, the traditional teacher-student dynamic faces significant disruption, as excessive reliance on AI technologies risks diminishing both the teacher’s pedagogical role and the essential emotional components of education. To address these challenges, it is essential to develop a comprehensive governance framework operating across three dimensions. At the technical level, we advocate for an “ethics by design” approach, embedding ethical considerations into the very architecture of AI systems. The institutional dimension calls for the development of robust regulatory standards and guidelines. The educational dimension emphasizes the cultivation of ethical literacy among all stakeholders in the educational ecosystem. The analysis concludes that the successful integration of AI in education depends critically on establishing a holistic ethical governance system. This framework is essential not only for ensuring that AI technology advances educational objectives but also for maintaining a crucial balance between technological innovation and humanistic values in education.
DOI: 10.54097/78e6gr15
Author: Nianliang Ding
Institution: Shandong University of Technology
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4409421744