Jul 2026· International Journal of Educational Technology in Higher Education· Vol 23· 0 citations· 99 references
TL;DR
The results indicate that, in order for AI to be used ethically in higher education, professional development support should be provided to faculty members, courses covering ethical dimensions should be added to curricula, clear ethical usage guidelines should be established at universities, and these guidelines should be updated through interdisciplinary collaboration.
Abstract
This study, conducted using an explanatory sequential mixed-methods design, aims to examine the views of faculty members and students on ethical issues related to the use of artificial intelligence (AI) in higher education. In the quantitative phase, data were collected via a survey from 971 students and 135 faculty members, followed by semi-structured interviews with 23 students and 14 faculty members to obtain qualitative data. The findings show that both groups generally expressed supportive views regarding the ethical use of AI, but these views took different forms at the individual, technological, institutional, and societal levels. Faculty members emphasized the importance of ethical principles but pointed out the lack of institutional guidelines and support. Students, on the other hand, stated that AI tools were beneficial in their learning processes, but expressed uncertainty about the sharing of ethical responsibilities and the assessment of the ethical appropriateness of the processes. Qualitative findings showed that perspectives were shaped in six themes, revealing a multidimensional ethical structure in the use of AI in education. Participants emphasized that while AI facilitates learning, its excessive use can have negative effects on cognitive skills. The results indicate that, in order for AI to be used ethically in higher education, professional development support should be provided to faculty members, courses covering ethical dimensions should be added to curricula, clear ethical usage guidelines should be established at universities, and these guidelines should be updated through interdisciplinary collaboration.
This study explores perceptions and practices of AI ethics among higher education students at Banaras Hindu University, using the AI and Ethics Perception Scale (AEPS) dimensions, including transparency, accountability, privacy, fairness, and human oversight, as a conceptual framework.
Tunisian higher education is operating in something close to a policy vacuum on AI-assisted writing, and it is essential to formulate codes of ethics that incorporate the notion of so-called AI literacy into the educational process of teaching research methods and academic writing.
Mongi Aloui· Review of Artificial Intelli...· 0 citations
The purpose of this study is to gather the attitudes of professors from the Faculty of Education
regarding their experiences with students’ use of artificial intelligence during research
work. The study aims to identify the benefits, challenges, impacts on quality and academic
integrity, ethics, privacy, perspectives, and the role of AI in the future of higher education. The
research was conducted using a qualitative approach; the sample for this study is purposive,
comprising a total of 20 university professors from Education Faculties in Kosovo. Data were
collected through semi-structured interviews, which allow flexibility in exploring key topics
and enable participants to freely articulate their thoughts. Thematic analysis was used to
identify and interpret the main patterns related to professors’ attitudes toward students’ use
of AI. The study’s findings provide a clear insight into how university professors assess the
impact of AI on the academic process, highlighting its potential to enhance learning, but also
concerns about academic integrity and ethical use. The study emphasizes the need for clear
institutional guidelines and policies that would enable sustainable, ethical, and high-quality
use of artificial intelligence in students’ research work.
Shqipe Avdiu-Kryeziu, Bahtije Gërbeshi Zylfiu· Journal Human Research in Re...· 0 citations
The findings indicate that access to and use of AI tools do not necessarily develop alongside confidence, meaningful engagement, and ethical understanding, and the need for AI literacy initiatives that combine practical skills with critical evaluation, appropriate disclosure, verification of generated information, and student accountability in AI-assisted academic work.
Daisy A. Mamaril, Lailani C. Banggawan· Journal of Intelligent Decis...· 0 citations
The research seeks to examine faculty perceptions about the use of AI tools and their ethical preparedness for their application in higher education focusing on academic integrity, data privacy, transparency, bias, responsibility and the responsible use of AI-generated content.
Divyabharathi M, N. Madhumithaa· International journal of com...· 0 citations
This qualitative study examines the perspectives of in-service teachers regarding the integration of Artificial Intelligence (AI) into educational settings. A purposive sampling framework combining criterion and snowball sampling strategies was employed, semi-structured interviews were conducted with 23 in-service teachers. Data were analyzed through content analysis. The analysis revealed three themes: teachers’ current digital practices, AI acceptance and integration of AI. The findings showed that teachers currently use digital technologies for various pedagogical purposes and have also begun using AI technologies in educational settings. Also, teachers perceived AI as useful because of easier access to information, time efficiency, decision-making support, personalized feedback, and professional development. However, they also expressed pedagogical and ethical concerns regarding student overreliance, academic dishonesty, the potential misuse of AI, data security, and the digital divide. The results indicate that, given the multifaceted nature of AI technologies successful AI integration requires specific teacher competencies, particularly critical AI literacy and ethical awareness competencies. Findings also suggest that successful integration requires practical, subject-specific training for both in-service and pre-service teachers, training for students, family engagement, and financial support. This study provides insights into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive. Limitations and suggestions for future research are also discussed.
Feray Uğur Erdoğmuş· Participatory Educational Re...· 0 citations
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