Abstract
AI is rapidly changing the world and has been increasingly used in a variety of fields (e.g., industry, finance, and education) to promote innovation and increase work efficiency. AI ethics has sparked ample debate about the principles and values that should guide its development and use. This chapter gives a general overview of the ethical concerns raised using artificial intelligence in general and in the education sector while highlighting important goals for responsible deployment. It examines the challenges associated with AI and ethics across different sectors. It offers a brief overview of some of the technologies and ethical dilemmas that exist today. Additionally, it proposes a model with strategies for various stakeholders involved in the ethical use of AI in education, including educational institutions, policymakers, teachers, students, and AI developers. The study is based on the socio-technical theory.
TopIntroduction
Computers in education have had mixed results for decades. Computers sometimes work differently than advertised (McFarlane, 2019). Students and teachers can use Artificial Intelligence (AI) powered apps inside and outside classrooms. There is widespread agreement that using AI in classrooms is among the century's most significant advances (Becker et al., 2018; Seldon & Abidoye, 2018). More understanding is needed must about what ethical principles should drive the design, development, and deployment of trustworthy AI in education despite the rising popularity of AI for education (AIED). With the shift to remote learning due to school closures and social distancing measures during the COVID 19 pandemic, AI has played a crucial role in facilitating virtual classrooms (Shah & Sarker, 2020).
AI-powered platforms and tools enable teachers to deliver online lessons, interact with students, and manage coursework. These platforms often incorporate features like video conferencing, chatbots, and content management systems, providing a more seamless virtual learning experience. AI-driven adaptive learning platforms have become even more relevant during the pandemic. These platforms use AI algorithms to assess students' knowledge and skills, identify learning gaps, and provide personalized learning paths. As students navigate remote learning environments, adaptive learning systems can adapt to their needs, ensuring targeted support and a tailored learning experience (Lepori et al., 2020; UNESCO, 2020).
AI has been leveraged to automate remote learning scenarios' assessment and feedback processes. Through natural language processing and machine learning techniques, AI algorithms can analyze students' written responses, provide instant feedback, and generate automated grading. This allows for timely assessment, immediate feedback, and tracking of student progress, even in virtual classrooms (Coniam, 2020). AI-powered virtual tutors and mentoring systems have gained popularity during the pandemic. These systems provide individualized student support by simulating one-on-one interactions with tutors or mentors. Through AI chatbots or virtual assistants, students can receive guidance, ask questions, and access resources anytime, helping to bridge the gap caused by the lack of in-person support (Vandewaetere et al., 2020).
The pandemic has generated vast amounts of data related to remote learning. AI-based data analytics tools enable educational institutions to analyze this data to gain insights into student engagement, performance, and overall well-being (Ifenthaler, 2020). These insights can help identify areas for improvement, track student progress, and inform decision-making to enhance remote learning strategies. AI-powered tools have been developed to provide social and emotional support to students during the pandemic. Chatbots and virtual assistants with sentiment analysis capabilities can detect and respond to students' emotional states (Clarke, 2019). These tools offer resources, coping strategies, and referrals to mental health professionals, helping to address the dynamic challenges students may face during remote learning (Rambe, 2020).
Key Terms in this Chapter
Education: The acquisition of information and understanding using formal instruction, study, or observation. It is a never-ending procedure that helps people grow in all aspects of themselves: mentally, emotionally, socially, and physically. Education is crucial in personal growth, fostering critical thinking, promoting socialization, and preparing individuals for societal roles.
Ethical Guidelines: Rules or principles for making moral judgments and behavior in a particular context or domain. They serve as a moral compass, guiding individuals or organizations to act by ethical standards and values. Ethical guidelines help ensure responsible and ethical conduct by establishing standards of behavior, promoting fairness, protecting rights, and minimizing harm.
Artificial Intelligence: To create and use computer systems or machines that can carry out tasks that generally need human intelligence is known as “artificial intelligence” (AI). It includes various approaches and methods to give computers the capacity for perception, reasoning, learning, and decision-making. AI aims to simulate human cognitive processes, such as problem-solving, pattern recognition, natural language understanding, and decision-making, to perform tasks autonomously or with minimal human intervention.
Technology: Use scientific information, apparatus, and techniques to produce usable items, services, or systems. It incorporates an extensive choice of tools, machines, devices, and techniques developed and utilized to solve problems, enhance productivity, and improve the quality of life. Technology is crucial in various domains, including communication, transportation, healthcare, manufacturing, and education.