Exploring the Ethics of Generative AI, Education, and Democracy

Abstract

Generative Artificial Intelligence (GenAI) is increasingly being used in educational contexts, withmostly unsubstantiated claims that it will personalise learning and save teacher time. In fact, the supposed benefits of such outcomes remain both uncertain (do they happen?) and unclear (are they worth having?). Accordingly, in this paper, we explore the impact of GenAI on education, arguing that it poses significant threats to ethical values and democratic principles. Key concerns include the opacity and biases inherent in GenAI systems, the challenges to teacher agency and student learning, and the threats to values such as inclusivity, equity, human rights, transparency and accountability. We note that GenAI tools also make it easier to generate misinformation that can mislead students and teachers, potentially eroding trust in information altogether. We begin by unpacking the core constructs of GenAI, education, democracy, and ethics, highlighting how standard understandings often overlook details that are fundamental for effective education in democratic societies. We then analyse the impacts of GenAI on education and democracy through the lens of an ethical framework. We conclude by arguing that the growing impact of GenAI on education demands a comprehensive and critical AI literacy that prioritizes the human dimension - understanding the ethical considerations, social implications, and human impacts of these technologies. Only then can educators make informed decisions about whether and how to responsibly use GenAI, and how to align its use with democratic ideals.