Responsible AI in Education: Emerging Effects, User Views, and Governance Imperatives

Abstract

The integration of artificial intelligence (AI) into higher education has been rapid, creating opportunities and challenges and underscoring the need for responsible implementation. This study addressed the perception of AI by university teachers and the impact it has on teaching and learning and the governance requirements to use AI ethically. A quantitative survey design was used which targeted 150 teachers from public and private universities. Data were gathered using structured questionnaire of AI effects, responsible practice, and governance perception and analyzed using descriptive statistics, correlation, regression, and ANOVA. Findings show that teachers have a generally positive view towards AI, especially in terms of improving teaching efficiency and personalising learning, while having a moderate level of concern about the potential effect on critical thinking. Teachers strongly support responsible AI practices, including transparency, ethical compliance, and teacher control, as well as governance measures such as institutional policies, audits, and data privacy measures. Correlation and regression analyses show that the teachers' perception of the impact of AI is greatly affected by their views on responsible practices and governance, the interconnectedness of utility, ethics and institutional oversight. Additionally, the teaching experience was also found to have a significant impact on the perception of AI, with more experienced faculty members demonstrating higher levels of acceptance. The research highlights the need for incorporating ethical and governance frameworks with AI implementation processes and offers actionable insights for policymakers and administrators. These findings indicate that fostering trust through responsible AI practices and governance is necessary to unlock AI's potential in higher education while ensuring the integrity of education.

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