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eISSN: 2661-6661

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Ethical perspectives on the application of

Artificial Intelligence in Higher

Education

Perspectivas éticas en la aplicación de la Inteligencia

Artificial en la Educación Superior

Ivan Alfonso Dominguez Vera

Walter Loor Briones

Monica Ivon Vera Heredia

Abstract

As artificial intelligence plays an increasingly prominent role in

academic decision making and student-technology interactions, a

critical need arises to address the inherent ethical issues. The

fundamental aim of the article is to analyze these ethical perspectives

from various dimensions, such as equity in access to education,

privacy of student data, and the social implications of automation in

teaching. The methodology of the study involves a comprehensive

review of the ethical and research literature in the field of artificial

intelligence and higher education, as well as the analysis of case

studies illustrating specific ethical situations. The results highlight

the complexity and interconnectedness of ethical dilemmas

associated with the application of AI in higher education. Tensions

between the optimization of educational processes through AI and

the need to preserve equity and individual autonomy are identified.

In addition, the ethical responsibilities of educational institutions,

technology developers, and educators in implementing and using AI-

based systems are examined. The article's conclusions highlight the

urgency of establishing robust ethical frameworks and clear policies

to guide the implementation of AI in higher education, thus ensuring

* Master's Degree in Educational Management, Milagro

State University, alfdz36@gmail.com,

https://orcid.org/0009-0001-2630-5123

*Milagro State University, Master's Degree in Open

Education, wvloorb@gmail.com,

https://orcid.org/0000-0002-4118-0058

*Master's Degree in Educational Management, Milagro

State University, m-ivon25@hotmail.com,

https://orcid.org/0009-0009-2003-2740

Article

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that the benefits derived from this technology are balanced with the

protection of fundamental ethical values.

Keywords: ethics, artificial intelligence, higher education.

Resumen

A medida que la inteligencia artificial desempeña un papel cada vez

más prominente en la toma de decisiones académicas y en la

interacción entre estudiantes y tecnologías, surge la necesidad crítica

de abordar las cuestiones éticas inherentes. El objetivo fundamental

del artículo es analizar estas perspectivas éticas desde diversas

dimensiones, como la equidad en el acceso a la educación, la

privacidad de los datos estudiantiles y las implicaciones sociales de

la automatización en la docencia. La metodología del estudio implica

una revisión exhaustiva de la literatura ética y de investigación en el

campo de la inteligencia artificial y la educación superior, así como

el análisis de casos de estudio que ilustran situaciones éticas

concretas. Los resultados destacan la complejidad y la interconexión

de los dilemas éticos asociados con la aplicación de la IA en la

educación superior. Se identifican tensiones entre la optimización de

procesos educativos mediante la IA y la necesidad de preservar la

equidad y la autonomía individual. Además, se examinan las

responsabilidades éticas de las instituciones educativas, los

desarrolladores de tecnología y los educadores al implementar y

utilizar sistemas basados en la inteligencia artificial. Las

conclusiones del artículo resaltan la urgencia de establecer marcos

éticos robustos y políticas claras para guiar la implementación de la

IA en la educación superior, garantizando así que los beneficios

derivados de esta tecnología se equilibren con la protección de los

valores éticos fundamentales.

Palabras clave: ética, inteligencia artificial, Educación superior.

Introduction

In the field of education, technology has been gaining increasing

relevance. Specifically, artificial intelligence (AI) has emerged as a

disruptive innovation with the potential to revolutionize teaching and

learning in higher education. However, this technological evolution

brings with it challenges and ethical dilemmas of considerable

magnitude.

Within the framework of the present research, we seek to conduct a

constructive analysis on the use of Artificial Intelligence in the field

of higher education, as well as to evaluate the impact that the

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incorporation of this technology may have in relation to the

professional ethical principles and the development of students'

academic training throughout their university career (Tomalá et al,

2023; Ayala, 2023 and García, 2023).

The convergence of AI and higher education represents a pivotal

moment in the evolution of pedagogy and professional ethics. As

such, it is essential to take an in-depth look at how students and

educators perceive and use this technology, and how ethical use can

be ensured in this ever-changing academic environment.

In addition, the use of AI in higher education has gained momentum

due to its ability to automate tasks, personalize instruction, and

provide instant feedback. This has led to an increase in the efficiency

and accessibility of higher education, allowing students to access

high-quality learning resources anytime, anywhere. One of the

questioned aspects of AI is related to the development of critical

thinking in students and its relationship with professional ethics

within the respective fields of study in which it is used to solve

academic activities. (Porcelli, 2020; González and Martínez, 2020).

"At the academic management level, ethics is also a key challenge

in the integration of AI in higher education. Specifically, automated

decision making based on AI algorithms raises ethical questions

about equity, transparency, accountability, and fairness in

education." (Vera, 2023)

Consequently, this poses a debatable scenario between the pros and

cons that this technology can provide. Therefore, the present study

focuses on knowing the perceptions of learners in order to discover

what are the main challenges involved in the use of artificial

intelligences adapted to higher education at a stage of development

and adherence as a tool for academic assistance.

The adoption of AI in higher education also raises a number of

perceptual and ethical challenges. The ease of access to the

technology and its ability to perform academic tasks may lead to

questions about the authenticity of students' work and academic

integrity. To what extent is it ethical for students to use AI to

complete assignments? What is the impact on their professional

development and ethical training?

It is important to note that by limiting these academic activities

exclusively to the automation provided by Artificial Intelligence

(AI), there is a risk of undermining other essential skills that students

must develop and hone. These skills include, among others,

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creativity, critical thinking and decision making (Dúo et al., 2023;

Albuja and Guadalupe, 2022 and Gallent, Zapata and Ortego, 2023).

"The application of AI in the educational process, should not be

given by the force of globalization, and by the massive use of

students, it must be a process that involves a specific reflection of

the educational environment and the particularities that exist, in this

aspect the educational institutions can give a contribution at the

country level, consider the application of ICTs, hand in hand with

the development of soft skills of students." (Peralvo, 2023)

In the context of this structure of ideas, understanding students'

deficiencies will enable us to adequately implement and take

advantage of this technology, thus strengthening the acquisition of

knowledge and providing guidelines for the improvement of

contemporary education. However, it is essential not to overlook the

relevance of good educational practices (Mora et al., 2023; Pimienta

and Mosquera, 2022 and Guaña and Chipuxi, 2023).

Moreover, the lack of specific regulation in the use of AI in higher

education adds an additional layer of complexity. Without clear

guidelines and regulations, it is difficult to ensure responsible and

ethical use of this technology in the classroom. Important decisions

about the evaluation of academic work and the influence of AI in the

educational process raise fundamental questions about autonomy

and accountability in higher education.(Ocaña, Valenzuela, & Garro,

2019).

"More research is needed to understand how AI can support deep

formative processes aimed at subject development, not just efficient

training in technical skills or isolated knowledge. Human

interactions and the guidance of well-trained educators will remain

irreplaceable in cultivating critical thinking and fostering

transformative learning in students"(Sanchez et al., 2023). In the

current context, it remains uncertain to what extent artificial

intelligence will come to influence higher education and what the

imminent implications of this technology will be. In this regard, the

question arises as to whether it is necessary to have full-time

educators to guide students, or whether it could rather play a

complementary role in supporting and guiding students.

To address these challenges, it is critical that both students and

educators are aware of the ethical implications of AI in higher

education. This includes the need for clear ethical guidelines and

regulations to guide its implementation and responsible use.

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"In this sense, the ethical use of AI must be judged not only by

computer scientists, robotics specialists and engineers, but

(especially) by educators and behavioral scientists, so that the new

teaching roles imply an empowerment (training) of these, who must

be equipped with the appropriate skills to assess the usefulness and

ethical use of AI. Hence, it is essential, on the one hand, the

systematization of knowledge that exists in a dispersed form on AI

in the educational context." (Flores-Vivar, 2022)

Therefore, education and ethical training should be a central

component of the preparation of students and teachers for an

environment in which AI is increasingly prominent. That is, it is

essential that both teachers and students have at least a basic

understanding of the functioning of the different artificial

intelligence applications in order to manage and promote an

appropriate use of this technology that is booming in the digital era

(Díaz, 2023). The main objective of the article is to analyze these

ethical perspectives from various dimensions, such as equity in

access to education, privacy of student data and the social

implications of automation in teaching.

Materials and methods

The research addressed in this article is framed as an exploratory and

analytical study, seeking to understand and evaluate the ethical

perspectives in the application of artificial intelligence in higher

education. The research design is based on a mixed approach,

combining qualitative and quantitative methods to obtain a

comprehensive understanding of the ethical complexity associated

with the integration of artificial intelligence in this context. The

qualitative phase involves a systematic review of the ethical

literature related to artificial intelligence and higher education,

identifying trends, debates, and gaps in existing ethical knowledge.

In addition, an analysis of selected case studies is conducted to

illustrate specific ethical situations and their implications.

In the quantitative phase, surveys and structured questionnaires are

used to collect data on the ethical perceptions of various stakeholders

in higher education, such as students, faculty and administrators. The

sample is selected in a stratified manner to ensure representation

from diverse institutions, disciplines and educational levels.

Quantitative information is analyzed using descriptive and

inferential statistical methods to identify patterns, correlations, and

significant differences in ethical perspectives.

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In terms of research ethics, ethical standards are strictly followed and

approval is obtained from an ethics committee prior to conducting

any phase of the research. Confidentiality and anonymity of

participants is guaranteed, and informed consent is obtained prior to

data collection. Transparency and integrity at all stages of the

research process are priorities to ensure the validity and reliability of

ethical findings in the context of the application of artificial

intelligence in higher education.

In order to know the perspectives on different educational aspects in

relation to the use of AI, a sample of 610 students from different

careers and undergraduate levels in the faculty of education at the

State University of Milagro, located in the province of Guayas,

Ecuador, was taken.

A survey was applied with a questionnaire of 12 questions related to

the use of AI and its incidence in the Use in Academic Tasks,

contribution to critical thinking, promotion of research, use of

algorithms in fundamental decisions, use of AI in the elaboration of

academic tasks, ethics, grading for work, information on the use of

AI in Educational Institutions , commitment to honesty in teacher

training, among other correlated issues.

Results

It is observed that 60.5% of users have incorporated artificial

intelligence in their daily activities while 39.5% have not made use

of this technology. Furthermore, with regard to the indicators of

competence in the area of knowledge, 10.7% of the students lack any

level of knowledge in this area. 63.6% consider themselves as users

with basic skills in artificial intelligence, 23.4% identify themselves

with an intermediate level, 1.3% claim to have expert level skills,

and 1% claim to have an advanced level. From these data, it can be

concluded that there is a significant proportion of users with basic

skills in artificial intelligence in the population in terms of

generalized understanding. Other specific aspects taken into

consideration are the following:

Willingness to use artificial intelligence to obtain assistance in

academic tasks.

Some 50.5% of respondents favor (10.3% strongly agree and 40.2%

agree) using AI to obtain assistance in academic tasks. This indicates

a generally positive disposition towards the incorporation of AI in

the educational process.

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However, 18.6% (12.5% disagree and 6.1% totally disagree) are

opposed to this idea, reflecting concerns or reservations about its use

in the academic setting. On the other hand, 31% perceive it as

indifferent.

The results with respect to this question suggest that there is a

division in the opinion of the respondents with respect to the use of

artificial intelligence in academic tasks. However, it is important to

note that a significant majority (50.5%) is favorable or at least open

to the idea of using AI for educational purposes.

This finding indicates a trend toward acceptance of AI as a support

tool in academia. Participants who agree or strongly agree may

consider that AI can improve the efficiency and quality of learning

by providing additional resources and personalized assistance.

On the other hand, it is essential to take into account the concerns

expressed by the group in disagreement or total disagreement. These

concerns may be related to

In summary, the results of question 3 highlight the importance of

carefully considering the ethical, pedagogical, and practical

implications when implementing artificial intelligence in education.

While there is a significant degree of acceptance, it is also crucial to

address concerns and ensure that any implementation of AI in

education is done in a manner that is equitable and beneficial to all

students.

Contribution of AI to Critical Thinking

47.2% (6.9% strongly disagree and 40.3% agree) of respondents

acknowledge that AI contributes to the development of critical

thinking within the educational community. This suggests a mostly

positive perception of the pedagogical impact of AI in fostering

critical thinking. However, 17% disagree and 6.9% strongly disagree

have a negative opinion on this aspect, pointing to possible concerns

about the influence of AI on the development of cognitive skills. In

turn, 28.7% perceive it as indifferent.

Promotion of AI Research

55.7% (9.3% strongly agree and 46.4% agree) believe that AI

encourages the conduct of research in academia or science. This

suggests a generally positive perception of AI's potential to boost

academic research. 20.7% (13.3% disagree and 7.4% strongly

disagree) have a negative opinion, which could be related to

concerns about autonomy in research. On the other hand, 23.6%

perceive it as indifferent.

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Use of AI Algorithms in Fundamental Decisions

38.9% (5.1% strongly agree and 33.8% agree) are willing to use

results provided by AI algorithms in fundamental decisions. This

suggests that there is an openness towards AI in crucial decision-

making processes. However, 28.1% (20.7% disagree and 7.4%

strongly disagree) have reservations about this approach, which may

be due to concerns about human autonomy in making important

decisions. On the other hand, 33% perceive it as indifferent.

Academic tasks supported exclusively by the answers provided by an

artificial intelligence system

11.1% would be willing to prepare academic assignments based

exclusively on the answers provided by an artificial intelligence system,

although 45.7% would not agree, while 43.1% still maintain a

hesitant position in this regard.

Support and use the results obtained through artificial intelligence

systems in the elaboration of academic tasks or research works.

16.2% are in favor of supporting the use of artificial intelligence

systems in the elaboration of academic tasks or research work. In

contrast, 35.1% expressed disagreement, while 48.7% were

undecided.

Ethics and Use of AI

45% (12.5% strongly agree and 32.5% agree) consider that the use

of AI to solve academic tasks affects their ethical and moral

principles. This points to a significant concern about integrity and

ethics in the use of AI in education. 22.4% (15.4% disagree and 7%

strongly disagree) do not perceive an impact on their ethical

principles, suggesting divergent opinions on this aspect. As for

32.6% perceive it indifferent.

Qualification for AI Work

Only 24.7% (3.1% strongly agree and 21.6% agree) would agree to

receive a grade for an academic paper prepared entirely using AI.

This indicates a general reluctance toward the idea of evaluating

academic work exclusively generated by AI. On the other hand,

41.8% would disagree with respect to the question posed. Finally,

33.4% are perceived as indifferent.

Information on the Use of AI in Educational Institutions

76.4% (31.6% strongly agree and 44.8% agree) believe that

educational institutions should provide clear and detailed

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information on how AI is used in academic processes, highlighting

the importance of transparency and education about AI in the

educational setting. 6.4% disagree, while 17.2% perceive it

indifferent.

Commitment to Honesty in Teacher Education

54.1% (15.1% strongly agree and 39% agree) believe that solving

tasks using only AI could compromise the value of honesty in

teacher education. This underscores the concern for academic

integrity and the need to balance the use of AI with fundamental

ethical values in education. On the other hand, 17.1% disagreed

while 28.9% were indifferent.

Discussion

Overall, the findings of these investigations reflect a variety of

opinions and concerns regarding the integration of artificial

intelligence into the educational and research environment. They

emphasize the relevance of equitably addressing both the benefits

and ethical implications associated with artificial intelligence in

academia, while highlighting the need to provide accurate and

transparent information about its implementation in educational

institutions.

This study provides an accurate picture of students' stance towards

artificial intelligence, as well as their perceptions on different aspects

of their education. It particularly highlights the ethical dimension in

the professional field and its relation to progress in their future

occupations, encompassing the competencies and skills that students

should acquire throughout their university education.

Knowing that it is a relatively new field, the use of artificial

intelligence shows a scenario little known by students and in turn is

present with different qualities that raise dilemmas about what is the

purpose and how far it is necessary to incorporate such technology

in the university career without becoming invasive.

Correspondingly, in the field of education, it is essential to take into

consideration important aspects such as the use of technology and its

relationship with professional ethics. Essentially, the use of AI in

higher education and the proper management of information to

promote responsible practices in the use of new technologies in

education were addressed.

Now, a fundamental part of the use of AI by the student population

is its habitual use due to the ease of access to such technology and

its effectiveness in the resolution of activities that limit critical

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thinking. However, one of the focuses also lies in the automation of

tasks and its impact on the professional development of the learner.

AIs have emerged as a tool that provides invaluable help, since they

optimize time per activity and offer ordered ideas based on previous

information. However, such a resource can become somewhat

invasive if not used responsibly. Factors such as ease of use can

greatly limit or expand the quality of education that will ultimately

be reflected in the student population and their professional

development. At the same time, part of the problem lies in the fact

that there are currently no regulations or standards for the use of AI

in the educational field.

From an unbiased perspective, it can be argued that this can trigger

benefits as well as setbacks in the level of learning acquired

throughout a university career.

On the other hand, there are multiple uses that can be coupled to

these new educational technologies, mainly to control and supervise

progress in study time or systematization of activity schedules as a

development strategy in the learning process and creation of

personalized and measured study programs at the student's level.

For example, Chat gpt 3.5, an artificial intelligence designed to

process and generate natural language text, is often used as a

personalized tutor where intelligent advice can be provided based on

the user's specific needs and adjusted to their level of knowledge as

long as this information is effectively detailed in order to obtain

guided tutoring at a more precise level of detail.

"GPT Chat is an artificial intelligence-based natural language model

that enables the generation of coherent, human-like conversations.

This model has been used in a variety of applications, including

virtual assistants, chatbots and

Recommendation". (Agustin et al., n. d.). . However, we should not

restrict our attention only to these essential competencies offered by

artificial intelligence. The key to managing an adequate use of this

tool lies in the way we use it and in the orientation we give to the

information. It is therefore essential to address the importance of the

chatbot and to examine the various utilities it offers.

(Moreno Padilla, 2019) "The chatbot also allows an improvement in

the flexibility of classes and knowledge management regarding the

development of activities inside and outside the classroom, one of

the aspects to manage within the field of education is the temporality

and classroom attendance, well this is a good practice of the

classroom without borders or without walls, since the student will

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have the time and assistance in real time of the tutor's help (chatbot)

is at this point where artificial intelligence can take over much of

these monotonous tasks giving teachers more time to focus on what

really matters: Inspiring students and giving them the help they need

in the learning process."

However, the use of AI can to some extent be regulated by the

teacher when directing the activities to be carried out. A common

practice is to conduct debates based on information that is obtained

through queries to artificial intelligences with the intention of

counter-arguing the concepts and ideas that are already in a database,

thus ensuring that both the students and the teacher interact with the

system and provide new ideas for the development of thinking.

Directing activities towards appropriate practice is key to fostering

appropriate use of AI platforms.

Online learning systems, powered by AI, based on a diagnosis,

preferences or objectives, can suggest study routes to teachers to

stimulate the development of personalized competencies or contact

them with related study groups to promote their continuing

education. (Moreira et al., 2023).

Promoting ethics education and training in this area will lead in the

future to the creation of manuals and regulatory standards in higher

education.

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