Artificial Intelligence in Higher Education—Ethical Policies Mapping

Abstract

Artificial Intelligence is transforming numerous sectors, and education is no exception. The adoption of generative AI tools in higher education presents significant opportunities for enhancing teaching, learning, assessment, accessibility, and administrative processes. At the same time, their widespread use raises critical ethical concerns related to academic integrity, bias, transparency, data protection, and the possible erosion of critical thinking and creativity. In response, higher education institutions worldwide are beginning to formulate ethical guidelines to govern the use of AI by students, educators, and administrators. However, institutional responses remain diverse across different contexts. This study examines how academic institutions across different countries conceptualise ethical AI use, define risks, and operationalise principles in practical policies through mapping 55 higher education institutions, complemented by an extended analysis of 87 documents. Across the six analysed thematic categories, transparency and disclosure, academic integrity, data protection and privacy, accountability, and risk mitigation are more consistently addressed than accessibility and inclusion. The analysis identifies practical guidance and recognised legitimate AI uses. The discussion considers the interpretation of AI and recommends aligning its use with ethical standards. The article concludes with a summary of the results and directions for future research.