Discourse Analysis on the Ethical Dilemmas on the Use of AI in Academic Settings from ICT, Science, and Language Instructors

Abstract

Artificial intelligence (AI) in education has the potential to revolutionize learning by addressing significant challenges and accelerating progress. Generative AI, such as ChatGPT, has demonstrated the ability to produce high-quality text and other content, potentially transforming academic tasks like essay writing. Despite these advantages, educators are concerned about the ethical implications of AI use. Risks such as misinformation, academic dishonesty, and overreliance on AI must be thoroughly assessed. This discourse analysis explored the perceptions of teachers on AI use in academic settings, highlighting concepts leading to ethical issues involved in its use. Convenience sampling (n=30) was used to select the participants for a one-on-one interview. Findings indicated that overreliance, dishonesty, cheating, are plagiarism were some ethical issues that emerged from the discourse. Convenience, driven by ease and accessibility, can lead students to excessively use AI, which may inadvertently hamper their learning processes. Overreliance, fueled by trust in generated outputs, can result in students depending heavily on AI-generated information, which may not always be accurate or critically analyzed. Students who feel incapable of producing quality work on their own may resort to AI, believing they lack the necessary skills. This reliance on AI can erode their confidence and critical thinking abilities, further entrenching their dependence on technology. While AI can enhance learning and efficiency, it also poses risks of academic dishonesty, overreliance, and diminished student engagement with the learning process. Teachers perceive AI use as unethical, primarily due to how students interact with and depend on AI, ultimately affecting their academic integrity and genuine intellectual development.

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