Aug 2026· International Conference on Artificial Intelligence in Education· Vol 2, pp. 64-90· 0 citations· 36 references
TL;DR
By centering the voices of Myanmar educators and documenting their unique perspectives, the study advances knowledge on AI ethics in education and provides practical, context-sensitive guidance for educators, policymakers and researchers.
Abstract
The rapid integration of artificial intelligence (AI) in education presents many opportunities but also raises critical ethical and cultural challenges. This study aims to explore the current application of AI in education in Myanmar and investigates the conflicts between global AI ethical principles and local cultural values.
Employing a mixed-methods research design, the study utilizes quantitative survey analysis alongside qualitative participatory workshops to provide both breadth and depth to the understanding of educators' perspectives.
The quantitative findings indicate that while most ethical considerations and practical AI implementation patterns remain consistent across different groups, educators' concern for maintaining human autonomy in AI-assisted education grows significantly with their level of professional experience. Furthermore, the qualitative insights highlight a clear gap between internationally developed (often Global North-centered) AI ethics frameworks and the realities of Myanmar's education context. In particular, socioeconomic challenges and local cultural expectations shape how educators understand and respond to AI. Overall, the study argues that AI ethics in education need to be more locally grounded and responsive to national contexts, rather than relying solely on universal frameworks.
This paper fulfils an identified need to study how ethical AI integration can be enabled in under-resourced and underrepresented educational contexts. By centering the voices of Myanmar educators and documenting their unique perspectives, the study advances knowledge on AI ethics in education and provides practical, context-sensitive guidance for educators, policymakers and researchers.
This study explores perceptions and practices of AI ethics among higher education students at Banaras Hindu University, using the AI and Ethics Perception Scale (AEPS) dimensions, including transparency, accountability, privacy, fairness, and human oversight, as a conceptual framework.
First-year university students’ perceptions of generative AI in academic work are investigated, foregrounding student agency in a Global South context and offering pedagogical and policy implications for responsible AI adoption.
Sharifuzzaman, M. Rahman· Asian Journal of Contemporar...· 0 citations
Generative artificial intelligence (GenAI) has moved from novelty to routine presence in higher education within a few years, yet the evidence on its adoption, ethical implications, and cognitive effects remains fragmented across global, regional, and mechanism-focused literatures that are rarely read together. This narrative review synthesises 43 sources, comprising global systematic reviews and meta-analyses, comparative Global North-South studies, African and Tanzanian policy analyses, Ghana-specific empirical studies, and behavioural models linking GenAI use to critical thinking and ethical creativity. The review traces the evolution of this literature across three waves from 2022 to 2026 and finds that GenAI adoption is high globally, at roughly 74.5% among educators, and is growing rapidly across Africa, but that structural constraints, including limited infrastructure, low AI literacy, and underdeveloped institutional policy, shape a distinctly African pattern of opportunity and risk that global adoption figures obscure. In Ghana specifically, a large tertiary-institution survey shows technical infrastructure as a significant constraint even where urban-rural gaps are not, alongside evidence that roughly a third of surveyed undergraduates report low AI literacy despite substantial GenAI use. Critically, the review identifies that the empirically tested behavioural pathways linking GenAI use to critical thinking and ethical creativity, through self-regulated learning, innovative behaviour, and reduced reliance on prior knowledge, have been tested only in Taiwanese and Chinese settings, leaving open whether the same mechanisms hold under African infrastructural and institutional conditions. The review concludes with practical implications for institutions and policymakers and a concrete future-research agenda centred on this gap, arguing that testing these pathways in Ghana is the field's single most valuable next study.
Solomon Opoku· International journal of res...· 0 citations
Generative AI presents a paradox in nursing education as it enables innovation and personalised learning, but poses risks to academic integrity and deep learning when implementation lacks ethical consideration and pedagogical rigour.
Lucie Ramjan, Belinda McGrath, Clare Walters et al.· Journal of Clinical Nursing· 0 citations
The inclusion of pupils with special needs in mainstream schools presents complex ethical dilemmas for educational staff, school leaders and families. This research explores these dilemmas through Bronfenbrenner's social ecological model in the context of Israel's 2018 inclusion reform, highlighting the interaction between schoolchildren and their environment across five subsystems. Semi‐structured interviews were conducted with 83 educators holding diverse school roles across Israel. Using grounded theory analysis, findings demonstrated that although ethical dilemmas appeared across all ecological systems, they were concentrated within the exosystem where organisational structures, resource limitations and policy implementation conditions constrained educators’ ability to enact inclusive practices. Two dominant categories of ethical dilemmas were identified: balancing inclusive participation with effective classroom functioning, and managing tensions between parental preferences and professional educational judgement. The research demonstrates that educators’ experiences are shaped by organisational structures, resource availability, leadership support and policy implementation processes. Findings contribute to the international literature on inclusive education by illustrating how ethical dilemmas are distributed across interconnected ecological systems and by highlighting the importance of systemic support for sustainable inclusion practices. The findings highlight the importance of systemic conditions and organisational support for translating inclusive education policies into sustainable practice.
Tehila Raftar‐Ozery, Miri Ben Amram· Journal of Research in Speci...· 0 citations
Tunisian higher education is operating in something close to a policy vacuum on AI-assisted writing, and it is essential to formulate codes of ethics that incorporate the notion of so-called AI literacy into the educational process of teaching research methods and academic writing.
Mongi Aloui· Review of Artificial Intelli...· 0 citations