TOWARDS AN ETHICAL FRAMEWORK FOR ARTIFICIAL INTELLIGENCE IN EDUCATION

Abstract

This article reflects on the use of Artificial Intelligence in education from an ethical perspective. It does so from an external perspective, considering its impact on educational contexts as a breeding ground for the ethical and political challenges that society faces. This allows us to measure their scope and depth and propose actions to address them. The objectives of this article focus on the ethical bases of Artificial Intelligence related to educational activity, seeking to identify: a) the opportunities, associated risks and ethical impact on education; and b) the ethical principles that should guide the development, deployment and use of these intelligent systems. To achieve these objectives, a qualitative study was carried out, supported by a literature review based on the following method: (i) academic works on the current uses and potential risks of Artificial Intelligence and (ii) a comparative analysis of different ethical codes, exploring the convergence of principles applicable to Artificial Intelligence Systems in educational contexts. The results obtained, in the first instance, place the identified problems in the ethical tradition and question the proliferation of subdomains within the discipline. The possibility of a unified ethical framework that avoids the overlap of principles for each specific domain is then investigated. The findings confirm the usefulness of a widely recognized and influential framework with principles that adapt well to the ethical challenges of education. It concludes by indicating potential lines of future research: (I) ethical foundation and normative regulation for the development and use of Artificial Intelligence in education in accordance with the selected principles; and (II) definition of a new professional teaching profile and its implications for initial teacher training.