The review highlights the need for transparent institutional policies, educator training, ethical AI literacy, strong data governance frameworks, and equitable digital infrastructure to support the responsible, ethical, and inclusive integration of generative AI technologies in education.
Abstract
This systematic literature review examines the ethical challenges associated with integrating generative chatbots in educational contexts. Guided by the PRISMA 2020 framework, the review synthesised peer-reviewed empirical and theoretical studies published between 2022 and 2025 and retrieved from Scopus and Web of Science. Following systematic screening and eligibility assessment, 16 studies were included in the final synthesis. The findings identified four primary ethical domains: student data privacy and protection; academic integrity and AI-assisted plagiarism; algorithmic bias and fairness; and institutional governance and policy readiness. While generative chatbots offer significant pedagogical benefits, including personalised learning, enhanced feedback, and expanded access to educational support, their unregulated use may exacerbate digital inequalities, compromise educational integrity, and reinforce existing biases. The review highlights the need for transparent institutional policies, educator training, ethical AI literacy, strong data governance frameworks, and equitable digital infrastructure. These measures are essential to support the responsible, ethical, and inclusive integration of generative AI technologies in education.
The findings indicate that GenAI adoption in African HEIs is expanding but uneven, concentrated in digitally advanced nations, enhancing personalization, multilingual learning, and research productivity, yet raises ethical concerns about academic integrity.
O. Apata, Peter Oyewole, S. Ajose et al.· Journal of University Teachi...· 1 citation
The findings reveal that current discussions on GAI in education are largely characterized by retrospective and crisis-driven ethical framings, predominantly focused on risks such as plagiarism, bias, and misinformation, while offering limited engagement with proactive, context-sensitive strategies aligned with SDG 4.
Eva García-Beltrán· Journal of Educational Techn...· 0 citations
This systematic review synthesises empirical and conceptual evidence on university pedagogical practices that cultivate critical thinking and, through it, student intellectual autonomy in digitally mediated learning environments and identifies gaps concerning long-term transfer, equity, and the assessment of autonomy in AI-saturated contexts.
Mayra Carolina Márquez López, Daniela Guardo Rua, Hugo Leonardo Gómez Hernández et al.· Journal of Intelligent Decis...· 0 citations
This literature review examines the opportunities, implementation challenges, ethical implications, and emerging directions of predictive learning analytics (PLA) in engineering education. Using a structured review of the literature, the study synthesizes evidence from several publications with emphasis on studies examining risk prediction, personalized support, curricular improvement, interpretability, fairness, and intervention design. The review shows that PLA can improve early identification of at-risk students, support adaptive learning pathways, and inform data-driven refinements in engineering curricula; however, its impact depends on data quality, model transparency, institutional capacity, and the availability of timely human support. The analysis further indicates that the most consequential barriers are fragmented data ecosystems, the difficulty of translating predictions into effective interventions, and unresolved ethical concerns related to privacy, bias, consent, and student agency. The article contributes to educational research by offering an integrated synthesis that connects technical development with pedagogical evaluation and ethical governance in engineering education. It concludes by proposing that future PLA adoption should align predictive modeling with explainable artificial intelligence, learning-theory-informed intervention design, and institution-level implementation strategies. Publications were selected for relevance to PLA in engineering education and then synthesized narratively across opportunities, challenges, ethics, and future directions.
Hamza Abu Owida, Areen Arabiat· International Journal of Eva...· 0 citations
The article introduces Mirʾāh, a synthesized ethical framework of seven principles for transparent adaptive learning organized in a three tier governance architecture, a Foundation tier in which transparency and contestability create trustworthy interaction, and an Empowerment tier in which educational integrity and AI literacy ensure that AI supports authentic learning and informed participation.
Hesham Mahmoud· Crossroads of Social Inquiry· 0 citations
The rapid advancement of digital technology has transformed educational practices while simultaneously creating ethical challenges for students, including cyberbullying, digital plagiarism, misinformation, privacy violations, and the irresponsible use of social media and artificial intelligence (AI). These challenges indicate that digital literacy alone is insufficient without strengthening digital ethics and moral responsibility. This study aims to analyze the role of Social Studies learning grounded in Ki Hajar Dewantara's Tri-Center Education philosophy in strengthening students' digital ethics in the digital era. A qualitative approach was employed through a literature review by analyzing and synthesizing 42 scholarly publications published between 2018 and 2025, comprising peer-reviewed national and international journal articles, books, and policy documents from UNESCO and OECD. The literature was synthesized using a thematic synthesis approach involving literature identification, screening, coding, categorization, and interpretation to identify key themes and conceptual relationships. The findings demonstrate that integrating the three educational environments family, school, and community—creates a holistic educational ecosystem that effectively promotes ethical digital citizenship. Social Studies learning contributes to developing critical thinking, empathy, responsibility, integrity, collaboration, respect for diversity, and ethical decision-making in digital contexts. Furthermore, Ki Hajar Dewantara's educational principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani, reinforced by the Among System, emphasize teachers' roles as moral exemplars, facilitators, and mentors in guiding students toward responsible digital behavior. The study's primary conceptual contribution is the development of an integrative framework that connects Tri-Center Education, character education, digital citizenship, AI ethics, and Social Studies learning as a foundation for strengthening students' digital ethics. This framework offers a culturally grounded and humanistic approach to preparing digitally responsible citizens who demonstrate moral integrity, critical awareness, social responsibility, and constructive participation in the increasingly interconnected digital society of the twenty-first century.
Ida Karim Ustawun Khasanah, Yanuar Bagas Arwansyah, Victor Novianto· International Conference on...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
