Ethical considerations in artificial intelligence-driven environments for higher education
South African Journal of Information Management
| Field | Value | |
| Title | Ethical considerations in artificial intelligence-driven environments for higher education | |
| Creator | Mogoale, Phumzile D. Pretorius, Agnieta Mogase, Refilwe C. Segooa, Mmatshuene A. | |
| Description |
Background: In higher education, artificial intelligence (AI) is the application of AI technology to support instruction, learning or decision-making in educational environments. Reducing burdens for educators and students while improving learning outcomes is one of the potential benefits. Nonetheless, there are several paradoxical problems with ethical considerations for AI-driven environments. Objectives: This study explores ethical concerns for an AI-driven environment in higher education to provide a feasible strategy to address ethical concerns. Method: A systematic literature review methodology was applied. The IEEE Xplore Digital Library database was used, with keywords such as ‘artificial intelligence OR AI’ AND ‘education’ AND/OR ‘ethics’. Only conference and journal papers published between the years 2022 and 2024 were filtered. Thirteen papers were identified as augmented and feasible after full-text review. Results: The findings revealed how AI in higher education provides insightful data about ethical concerns in the AI-driven environment. Utilising AI in education raises serious ethical problems about equity, privacy, autonomy and the importance of human contact in education. Conclusion: Artificial intelligence-driven environments for higher education must be aligned appropriately with educational contexts, protecting all learners’ fundamental rights and well-being. Institutions should use AI’s ability to enhance learning opportunities by tackling the above-mentioned ethical concerns to safeguard all learners’ fundamental rights. Contribution: An AI ethical considerations strategy that guides and prioritises learners’ well-being and rights while responsibly using AI’s potential is outlined. Significantly, a methodological contribution to AI in education, particularly by informing policymakers on how to prioritise learners’ well-being and rights effectively, is formulated. |
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| Publisher | AOSIS | |
| Date | 2025-07-25 | |
| Identifier | 10.4102/sajim.v27i1.2007 | |
| Source | South African Journal of Information Management; Vol 27, No 1 (2025); 11 pages 1560-683X 2078-1865 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajim.co.za/index.php/sajim/article/view/2007/3250
https://sajim.co.za/index.php/sajim/article/view/2007/3251
https://sajim.co.za/index.php/sajim/article/view/2007/3252
https://sajim.co.za/index.php/sajim/article/view/2007/3253
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