Paper Type
Short
Paper Number
PACIS2025-1511
Description
This study examines the ethical challenges that educators face as they integrate artificial intelligence (AI) technologies into higher education. Drawing on historical parallels from disruptive innovations and employing the Adaptive Governance framework, the research explores lecturers’ ethical awareness, dilemmas, and the evolving practices necessary for responsible AI adoption. Using semi-structured interviews with early-career academics across New Zealand universities, the study reveals a general consensus on the indispensable role of AI in modern education, alongside concerns regarding academic integrity, vague institutional guidelines, and professional uncertainties. Preliminary findings indicate that while AI is primarily viewed as a supportive tool to enhance teaching and foster inclusivity, its integration is complicated by ethical ambiguities and inconsistent policies. These insights underline the urgent need for comprehensive, evidence-based guidelines and university-wide initiatives to navigate the complexities of AI ethics and balance technological innovation with responsible educational practices, thereby guiding policy and practice in the digital age.
Recommended Citation
Hong, Yvonne; Chung, Claris; and Nguyen, Andy, "To Be or Not to Be Ethical: Adaptive Governance in the Chaotic Landscape of GenAI in Education - Lecturers’ Perspective" (2025). PACIS 2025 Proceedings. 6.
https://aisel.aisnet.org/pacis2025/is_education/is_education/6
To Be or Not to Be Ethical: Adaptive Governance in the Chaotic Landscape of GenAI in Education - Lecturers’ Perspective
This study examines the ethical challenges that educators face as they integrate artificial intelligence (AI) technologies into higher education. Drawing on historical parallels from disruptive innovations and employing the Adaptive Governance framework, the research explores lecturers’ ethical awareness, dilemmas, and the evolving practices necessary for responsible AI adoption. Using semi-structured interviews with early-career academics across New Zealand universities, the study reveals a general consensus on the indispensable role of AI in modern education, alongside concerns regarding academic integrity, vague institutional guidelines, and professional uncertainties. Preliminary findings indicate that while AI is primarily viewed as a supportive tool to enhance teaching and foster inclusivity, its integration is complicated by ethical ambiguities and inconsistent policies. These insights underline the urgent need for comprehensive, evidence-based guidelines and university-wide initiatives to navigate the complexities of AI ethics and balance technological innovation with responsible educational practices, thereby guiding policy and practice in the digital age.
Comments
e-Learning