Embedding Digital Responsibility: An Exploratory Analysis of AI Embedding Digital Responsibility: An Exploratory Analysis of AI Policies in Higher Education Policies in Higher Education
The preliminary findings reveal varying degrees of commitment to digital responsibility, with some principles consistently emphasised, such as Data Privacy and Accountability, while others such as Functionality and Participation are frequently overlooked.
As artificial intelligence (AI) becomes increasingly embedded in higher education, empirical evidence on how institutional governance shapes its equitable and responsible implementation in South African universities remains limited. This study examined how institutional policies and governance practices influence the i...
R. Lumadi· International Journal of Stu...· 0 citations
The Ethico-Regulatory Governance (ERG) Framework is proposed, a conceptual model designed to bridge global ethics with local compliance, and offers a scalable, adaptable solution for universities navigating the complexities of GenAI.
Christian Roberto Cabezas Freire, Nayana Desai· Revista Hambatu Science· 0 citations
Applying Critical Policy Analysis and Jencks’ framework of educational opportunity, the study shows that policy silence is not the absence of governance but a governance choice, one that shapes how access, responsibility, and fairness are determined.
A. Miles, Khalid H. Arar· Improving Schools· 0 citations
The study concluded that effective governance requires combining research evidence, sectoral frameworks, and institutional policies, while translating general principles into clear procedures at the university and course levels, and revealed the need for more specialized policies that address privacy, linguistic equity...
Mohammed Al Mutawtah· Academic Journal of Research...· 0 citations
This paper advances a layered ethics-stack perspective and argues that AI governance should be evaluated not only by the presence of principles, but also by the distribution of operational controls, positive commitments, and enforceable constraints across institutional layers.
It is argued that AI does not produce outcomes directly; rather, its effects are contingent on how it is accepted, interpreted, and enacted within school contexts, and trust shapes whether AI leads to constructive outcomes, including ethical use, professional engagement, and improvement, or to disruptive consequences s...
Nicos Keravnos, M. Eleftheriou· Educational Point· 0 citations
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