Abstract:

The accelerated integration of Artificial Intelligence (AI) into education has led to transformative changes, enhancing various educational processes and experiences. Educational institutions implement intelligent tutoring systems for personalized learning, while teachers benefit from AI automation in administrative tasks. Among the most recent additions to the AI toolkit is generative AI, which is exemplified by systems such as ChatGPT, a system capable of generating content and conversing in real-time. Several ethical concerns arise from the rapidly expanding use of artificial intelligence in education, including unequal access to AI-driven analytics, privacy breaches, discriminatory outcomes, harmful content generation compromising individuals' learning experience, and learning stagnation, which raises ethical concerns. Recognizing these potential pitfalls, stakeholders advocate for coherent regulations and ethical guidelines. Current efforts in developing such regulations need to be more cohesive, leading to conflicting values and principles among stakeholders. To bridge this gap, we comprehensively survey various stakeholder groups' existing principles, values, policies, and standards. By uncovering convergence and divergence points, our study provides insights for governments, educational institutions, educators, students, and other stakeholders seeking to establish a unified ethical framework for AI in education. This alignment is pivotal for harnessing AI's full potential while ensuring its responsible and ethical use across the education ecosystem. We summarize the above-mentioned findings using data mining techniques and basic Natural Language Processing techniques based on literature and feedback from our institute's faculty members. Following our analysis and discussion, we propose what each stakeholder in the educational ecosystem can do to maintain responsible and ethical use of artificial intelligence.

Keywords:

Education Ecosystem, Responsible AI Use, Ethical Regulations, Generative AI, Educational Quality.