Ethics and governance of generative AI in education: a systematic review on responsible adoption

Abstract

The use of artificial intelligence (AI) applications, including ChatGPT, within the educational field opens disruptive potentials of personalized education and improved administration. Nonetheless, complex ethical and governance concerns are also involved and need to be studied systematically. This paper is based on a systematic literature review (SLR) based on the PRISMA 2020 framework, in which the conceptualization and operationalization of ethical principles and governance mechanisms in the context of the educational setting are examined through a thematic synthesis of 42 peer-reviewed studies. Results show that there are five prevailing ethical and governance areas, namely privacy and data protection, algorithmic fairness and bias, transparency and explainability, student well-being, and accountability through human oversight. The gap in the current literature, recognized in the review, is the absence of combined ethical frameworks and unequal global representation, especially by low- and middle-income nations. This review was carried out in order to unify scattered knowledge adhocracy and offer a logical basis of responsible implementation of AI in education. It is unique in tracing the application of ethical principles in governance practices in the various learning environments. This research finds that it is essential to promote transparency, equity, and stakeholder involvement, and, therefore, to make sure that AI systems can support inclusive educational purposes. Such results can be used in policy design as well as future research in responsible AI innovation.

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