Jul 2026· Ngenani: The Zimbabwe Ezekiel Guti Journal of Community Engagement and Societal Transformations· pp. 285-297· 0 citations· 8 references
TL;DR
It is argued that the ethical and responsible use of AI is not merely a technical concern but a core pedagogical imperative that must be woven into the fabric of social work curricula, highlighting the need for a revised curriculum that fosters AI literacy, critical thinking, and a robust ethical framework to prepare future professionals for a technologically mediated world.
Abstract
The rapid advancement and integration of Artificial Intelligence (AI) into various professional domains present a transformative, yet complex, challenge for social work. While AI holds immense potential to enhance efficiency, streamline administrative tasks, and provide data-driven insights for social services, its adoption also introduces profound ethical and practical dilemmas. This desktop literature review explores the landscape of AI in social work education, synthesizing existing research, professional guidelines, and scholarly discourse, to provide a comprehensive overview. The article argues that the ethical and responsible use of AI is not merely a technical concern but a core pedagogical imperative that must be woven into the fabric of social work curricula. It examines key themes, including the potential benefits of AI in education and practice, the critical ethical challenges, such as algorithmic bias, privacy, and the de-emphasis of the human-centred relationship, and the necessary competencies social work students must acquire. The review concludes with recommendations for social work educators, highlighting the need for a revised curriculum that fosters AI literacy, critical thinking, and a robust ethical framework to prepare future professionals for a technologically mediated world
This conceptual study develops a human-centered framework for integrating artificial intelligence and local values into social studies education. It addresses the need to use emerging digital tools without weakening students’ cultural identity, moral agency, source criticism skills, and civic responsibility. A structured integrative review was conducted of fifteen scholarly articles and international policy documents published between 2021 and 2025. The sources were analyzed through thematic synthesis focusing on pedagogical potential, epistemic risks, ethical safeguards, cultural relevance, and civic outcomes. The findings show that artificial intelligence can support inquiry, perspective comparison, accessibility, formative feedback, and the development of learning resources. However, these benefits are accompanied by risks of fabricated information, algorithmic bias, cultural simplification, academic dependence, privacy concerns, and unequal access. Local values therefore function not only as learning content but also as an epistemic and ethical foundation for evaluating digital information. The resulting framework comprises five interconnected dimensions: contextual inquiry, critical verification, human agency and character, inclusive dialogue, and civic action. It positions teachers as learning designers and ethical stewards, while students remain responsible interpreters and decision-makers. The study concludes that meaningful digital transformation in social studies education must subordinate artificial intelligence to educational purposes, community knowledge, and democratic values.
Y. Sari, Sulistyo, Lilik Sri Hariani· International Conference on...· 0 citations
This study examines the transformative impact of artificial intelligence (AI) on the future of work from a human-centered, interdisciplinary perspective, highlighting the necessity of interdisciplinary collaboration to ensure that AI not only enhances efficiency but also promotes justice, well-being, and sustainability.
Cumali Kılıç· Çukurova Üniversitesi Sosyal...· 0 citations
While AI offers promising benefits for educational leaders, its adoption remains limited due to a range of challenges, including a lack of AI literacy, inadequate professional development, data privacy and fairness concerns, misinformation, the lack of capacity for emotional judgment, as well as access disparities.
M. Bellibaş, Figen Karaferye· Improving Schools· 0 citations
Artificial Intelligence (AI) has taken a central role in contemporary educational transformations, reshaping pedagogical practices, interaction patterns, and learning processes. This paper discusses the theoretical foundations, potentialities, and ethical risks of AI use in education, drawing on authors such as Córdova (2025), Eubanks (2018), Williamson (2021), and Freire (1996). It analyzes the ambivalence between the benefits of personalized learning and the dangers of datafication, teacher autonomy loss, and algorithmic bias reproduction. The research follows a qualitative approach based on bibliographic review and critical reflection, seeking to understand how AI, while promoting inclusion and efficiency in education, also risks reducing the formative process to the logic of automation. The study concludes that the ethical and humanized incorporation of AI requires conscious pedagogical mediation and the critical training of teachers and students, ensuring that technology serves human emancipation rather than subordination.
Gustavo Garcia de Amo· Revista E-Tech Tecnologias p...· 0 citations
The findings reveal that GenAI can effectively improve teaching efficacy, enable personalised learning experiences, and streamline assessment procedures, however, its implementation also draws attention to concerns regarding academic integrity, data privacy, algorithmic bias, and ethical governance.
Xi Bi· Exploring Science Academic C...· 0 citations
Introduction The rapid integration of Artificial Intelligence (AI) in education is transforming teaching, learning, and professional development through personalized instruction, adaptive learning, and data-driven educational practices. However, in Pakistan and Saudi Arabia, many teachers still lack the ethical awareness and practical competencies required for the responsible use of AI technologies. Challenges related to data privacy, algorithmic bias, transparency, accountability, and equitable access continue to hinder effective AI adoption in teacher education and classroom practice. This study proposes a contextualized ethical competency framework to support the responsible and effective integration of AI among teachers in both countries. Methods An exploratory sequential mixed-methods design was employed, comprising a systematic literature review and a pilot implementation study involving 30 teachers from diverse educational levels and institutional contexts. The framework was developed through a qualitative synthesis of international AI ethics frameworks, responsible AI principles, and teacher competency literature. It was subsequently evaluated using quantitative measures and qualitative feedback collected from participating teachers. Results The findings provide preliminary evidence that teachers perceived the proposed framework positively in terms of effectiveness (M = 3.73), usability (M = 3.63), and ethical compliance (M = 3.83). Qualitative findings further indicated that the framework enhanced ethical awareness, responsible AI use, personalized instructional practices, and AI-supported learning design. Participants also identified several implementation challenges, including limited prior AI knowledge, insufficient technical support, and the need for continuous professional development. Discussion and conclusion This study contributes to the growing body of research on ethical AI integration in education by introducing a localized framework that combines ethical governance with practical AI integration competencies for teachers in Pakistan and Saudi Arabia. The findings underscore the importance of sustained teacher training, institutional readiness, ethical governance, and supportive policies to facilitate responsible AI adoption in education. Future research should conduct large-scale longitudinal studies to further validate the framework and evaluate its scalability, effectiveness, and long-term educational impact across diverse educational settings.
Ibrahim Yaussef Alyoussef, Nisar Ahmed Dahri, Khadijah Amru Alhashmi et al.· Frontiers in Artificial Inte...· 0 citations
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