Taming Frankenstein’s monster: Ethical considerations relating to generative artificial intelligence in education

Abstract

The emergence of generative artificial intelligence (GAI) in the past two years is exerting profound effects throughout society. However, while this new technology undoubtedly promises substantial benefits, its disruptive nature also means that it poses a variety of challenges. The field of education is no exception. This position paper intends to deepen our current understanding of GAI in education from the perspective of ethics. We begin by discussing the definition and unique features of GAI, highlighting its advanced cognitive abilities and how they present challenges to academic ethics. The paper then reviews examples of existing university regulations related to the use of GAI in teaching and learning, and identifies areas in need of further attention. Using a tripartite model that comprises the different stakeholders of students, educators and school administrators, the paper outlines the pertinent principles that promote responsible and ethical GAI utilization in the field of education.

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