______________________________________________________________________
Please ci e as:
S acke, C. M. e al. (2025). A i icial In elligence Policies o Highe Educa ion:
Mani es o o C i ical Conside a ions and a Roadmap (submi ed, in pee - e iew).
P ep in : h ps://doi.o g/10.5281/zenodo.17280557
A i icial In elligence Policies o Highe Educa ion:
Mani es o o C i ical Conside a ions and a Roadmap
Ch is ian M. S acke 1 * [h ps://o cid.o g/0000-0001-9656-8298], Nu un Naha 2,
Ve onica Punzo 3, S e ania Massa o 4, Dimi a Pappa 5, Annama ia Di
G assi 6, Senad Beći o ić 7, Paul Hollins 2, Xenia Ziou elou 5, Ma jana
P i i Skenduli 8 and Daniel Bu gos 9
1 Uni e si y o Bonn, Ge many
2 Uni e si y o Bol on, Bol on (UK)
3 Scuola Supe io e San 'Anna, Pisa (I aly)
4 Uni e si y o Ba i, Ba i (I aly)
5 Na ional Cen e o Scien i ic Resea ch “Demok i os” (G eece)
6 Uni e si y o Foggia, Foggia (I aly)
7 Uni e si y College o Teache Educa ion Lowe Aus ia, Baden (Aus ia)
8 Uni e si y o New Yo k Ti ana, Ti ana (Albania)
9 Uni e sidad In e nacional de La Rioja (Spain)
* [email p o ec ed]
Abs ac . This pape in es iga es he ela ionship be ween a i icial
in elligence (AI) echnology and educa ional policy in highe educa ion,
highligh ing key esea ch and implemen a ion. The pape ocuses on
c i ical conside a ions o AI policy de elopmen wi h a iew o
p oducing a oadmap ocused on con ex ual highe educa ion AI policies.
The apid de elopmen o AI p esen s bo h signi ican oppo uni ies and
challenges o highe educa ion ins i u ions in Eu ope and globally. As
AI echnologies become ubiqui ous, in eg a ed in o eaching, lea ning,
and adminis a i e unc ions, i is essen ial o iden i y c i ical
conside a ions a he co e o he AI in eg a ion p ocess, namely: (1)
egula o y amewo k, (2) s akeholde -speci ic guidelines, (3) AIED
esea ch, and (4) AI li e acy. As a s a ing poin , he pape p esen s a
e iew o exis ing AI policy amewo ks wi hin highe educa ion,
d awing on ecen empi ical esea ch, iden i ying ou design and
implemen a ion p io i ies o highe educa ion s akeholde s aiming o
c ea e esponsible AI go e nance amewo ks. As a esul , we p opose a
oadmap designed o be used as s a egic planning ins umen o highe
educa ion s akeholde s de eloping AI policies and guidance. In
p oposing a s a egic oadmap o AI policy de elopmen , he wo k
o e s aluable insigh in o how highe educa ion can e ec i ely le e age
he po en ial o AI whils ensu ing e hical conside a ions, equi y, and
main aining academic in eg i y. Addi ionally, he pape con ibu es o he
ongoing discou se ega ding AI's ole in highe educa ion in p oposing
2
esea ch pa hways ha will bene i all s akeholde s in ol ed in he
academic ecosys em.
Keywo ds: A i icial In elligence in Educa ion (AIED), AI policy
de elopmen , highe educa ion, amewo k o s a egic planning,
design and implemen a ion oadmap
1 In oduc ion
As apid in eg a ion o A i icial In elligence (AI) echnologies becomes
ubiqui ous in Highe Educa ion eaching and lea ning, esea ch and
adminis a i e p ocesses, i aises impo an e hical and policy ques ions
o ensu e equi able, sa e and e ec i e implemen a ion. Socie y's need o
guide he de elopmen o A i icial In elligence (AI) echnologies is
becoming mo e widely acknowledged. Guidance is c ucial o
maximizing AI bene i s and managing isks, ensu ing ha AI sys ems
a e designed o se e he common good, align wi h human alues and
e hical p inciples, and p e en ing misuse (S acke, 2025).
Recen s udies ha e shown a ma ked inc ease in he use o AI in highe
educa ion, wi h applica ions anging om in elligen u o ing sys ems o
p edic i e analy ics o s uden success (Beći o ić & Ma oš, 2024;
C omp on & Bu ke, 2023). The adop ion o AI ools in Highe Educa ion
has been d i en by hei a o dances, o pe sonalise lea ning expe iences,
p o ide eal- ime eedback and au oma e ou ine asks, he eby allowing
3
educa o s o ocus on mo e complex ins uc ional ac i i ies (Slimi,
2023). Howe e , as hese echnologies con inue o e ol e, e hical
conside a ions become o pa amoun signi icance as obus measu es a e
equi ed o p o ec indi idual human igh s such as da a p i acy and
compliance wi h egula ions whils ensu ing anspa ency and ai ness in
use. De eloping lexible egula o y amewo ks ha can adap o apid
echnological ad ancemen s is a complex ask i measu es o be
unde aken p io i ise equi able dis ibu ion o bene i s o AI ac oss all
socie al segmen s.
This pape will p o ide a comp ehensi e o e iew o he cu en s a e
o AI policies in Highe Educa ion, d awing on ecen empi ical s udies.
I will o p esen a oadmap o de eloping AI policies o Highe
Educa ion by examining he in e sec ion o AI echnology and
educa ional policy and con ibu e o he ongoing discou se on how o
ha ness AI’s po en ial bes so ha all s akeholde s in he highe educa ion
ecosys em bene i .
2 Backg ound
AI is a ans o ma i e o ce in educa ion wi h he po en ial o
e olu ionise lea ning expe iences and c ea e new oppo uni ies o
4
pe sonalised educa ion (Holmes & Tuomi, 2022; Zheng, Niu, Zhong &
Gyasi, 2023). The in eg a ion o AI in educa ion is pa o a global
con ex o apid echnological inno a ion, whe e AI-based ools such as
in elligen u o ing sys ems, p edic i e analy ics and pe sonalised
lea ning pla o ms a e ede ining he way s uden s and eache s in e ac
wi h knowledge. A i icial in elligence has become a p io i y issue o
go e nmen s and in e na ional o ganisa ions (Educause, 2022;
UNESCO, 2021a, 2021b, 2023; OECD, 2024), as i now impac s on all
a eas o human ac i i y.
Exis ing li e a u e indica es signi ican p og ess in he de elopmen o
AI applica ions o educa ion (Zheng, Niu, Zhong & Gyasi, 2023).
Recen s udies ha e shown ha AI-based ools can imp o e he
pe sonalisa ion o lea ning by adap ing con en o he speci ic needs o
s uden s h ough machine lea ning sys ems. In addi ion, he use o
p edic i e algo i hms p o ides ins i u ions wi h he abili y o iden i y
s uden s a isk o d opping ou ea ly and he eby imp o e cou se
comple ion a es (Tlili e al. 2024; Bozku , e al. 2023). Howe e , he e
is no sho age o c i icism (C aw o d, Allen, Pani & Cowling, 2024).
Resea ch sugges s ha he indisc imina e adop ion o hese echnology
isks c ea ing new o ms o inequali y, pa icula ly in con ex s whe e
5
echnological esou ces and digi al skills a e limi ed (Bake & Haw
2022). O he conce ns ela e o issues o in o med consen , in asion o
p i acy, biased da a collec ion, ai ness and accoun abili y (Nguyen e
al. 2023). Al hough AI sys ems a e designed o be unbiased, hey may
pe pe ua e o e en exace ba e exis ing biases i he o iginal da a on
which hey a e ained and hei p oxies a e no accu a e and ee om
bias and inco ec assump ions (Miao, Holmes, Huang & Zhang, 2021).
The e a e also conce ns abou he impac o AI on he exe cise o
democ acy and ac i e ci izenship (ECAP, 2023; Bu , Taddeo & Flo idi,
2020; Dignum, 2021). Many educa ional ins i u ions a e adop ing AI
ools wi hou a clea egula o y amewo k, isking e hical issues ela ed
o p i acy, da a secu i y and anspa ency o algo i hms (S acke, 2024;
S acke e al., 2024). The cu en widesp ead adop ion o un egula ed AI
applica ions in schools poses a se ious h ea o democ a ic ci il socie y
and indi idual eedom and libe y (Williamson, Molna & Boninge ,
2024). To unde s and he challenges, we ace in educa ion and o
inc ease us in AI sys ems, he concep o Explainable AI has ecen ly
eme ged. This e m e e s o mo emen s, ini ia i es and e o s o ensu e
ha algo i hmic decisions and he da a ha d i e hese decisions can be
explained in a clea and unde s andable way o end use s and o he
6
s akeholde s (Adadi, & Be ada, 2018). All hese indings highligh he
need o guidelines o he esponsible use o AI in educa ion.
A de ailed s udy was conduc ed by S acke e al. (in p ess) o analyze
and compa e AI policies o highe educa ion. 15 AI policies we e
selec ed om go e nmen s and uni e si ies o eigh Eu opean coun ies.
Thei e alua ion compa ed ou po en ial a ge g oups (s uden s,
eache s, educa ion manage s, and policymake s) emphasizing hei
commonali ies and gaps wi hin he selec ed AI policies. The inal
conclusion is ha unique e hical and social challenges a e caused by AI,
including da a secu i y, algo i hm anspa ency, social impac and
educa ional quali y, and e hical esponsibili y (S acke e al., in p ess).
The e is s ill no clea consensus on he e hical dimensions o AI as a
echnological p ac ice, meaning i s de elopmen is p ima ily shaped by
he p inciples o hose who c ea e and implemen i . As a esul , he
e hical conside a ions e lec ed in policies and decla a ions a e o en
pe sonal and subjec i e pe spec i es pu o wa d by hose in ol ed. This
complexi y is u he heigh ened by he in e play be ween egula o y
adap a ions and he apid pace o AI ad ancemen . To ensu e ha AI in
highe educa ion is deployed e hically, anspa en ly, and wi h espec
o human igh s, egula o y amewo ks a e essen ial a all le els—
7
na ionally, in e na ionally, and ins i u ionally. While a b oad amewo k
can p o ide a heo e ical ounda ion, p ac ical guidelines a e necessa y
o o e a ge ed, con ex -speci ic esponses ca ego ized by opic, sec o ,
and audience.
Cu en ly, he de elopmen o egula ions and e hical amewo ks o
AI use in uni e si ies emains in i s ea ly s ages. Al hough Eu opean
go e nmen s a e making s ides in es ablishing egula o y s anda ds o
AI in he public sec o , comp ehensi e na ional policies speci ically
add essing he e hical and esponsible use o AI in educa ion a e s ill
lacking. A p esen , egula o y e o s in highe educa ion a e la gely
agmen ed, wi h mos ini ia i es eme ging om g ass oo s, bo om-up
app oaches. Uni e si ies and academic ins i u ions a e only beginning o
implemen s uc u ed amewo ks o AI e hics and go e nance.
Regula ions end o lag behind echnological ad ancemen s, making i
bo h ine i able and po en ially bene icial o ins i u ions o ake he lead
in shaping AI policies and p ac ices—ensu ing ha egula ions a e
in o med by he eal-wo ld implica ions o he echnology.
While exis ing AI and highe educa ion policies p o ide a
ounda ional amewo k o in eg a ing AI echnologies in o educa ional
ins i u ions, se e al c i ical gaps emain ha could unde mine hei
8
e ec i eness and equi y. E hical conside a ions such as bias and ai ness,
a e o en add essed in guidelines bu lack comp ehensi e policies ha
ensu e accoun abili y and anspa ency in AI ope a ions (Lowe 2023;
Eu opean Commission, 2020). This o e sigh could lead o pe pe ua ion
o exis ing inequali ies and he in oduc ion o new o ms o
disc imina ion ha could comp omise he e hical deploymen o AI in
Highe Educa ion. The cu en policies on da a p i acy and secu i y
measu es o en allback on compliance wi h egula ions bu lack clea
obus amewo ks ha would sa egua d da a agains b eaches and
misuse which could e ode public us in AI echnologies and ins i u ions
using hem. Mo eo e , as AI echnologies p oli e a e, i could exace ba e
educa ional inequi ies by u he widening he digi al di ide, po en ially
lea ing ma ginalised and unde - ep esen ed g oups a a disad an age
(Imb ie, 2024; UNESCO, 2021) i exis ing policies do no ocus on a
oadmap o comp ehensi e guidelines o p omo ing c i ical AI li e acy
in highe educa ion s akeholde s.
Recen esea ch p o ides g oundwo k o de eloping comp ehensi e
and ele an guidelines o ensu e he e hical use o AI in highe
educa ion, enabling all s akeholde s o na iga e i s complexi ies
esponsibly. F om his pe spec i e, we ha e iden i ied se e al key
9
elemen s necessa y o c ea ing e ec i e guidelines on AI e hics and
esponsible use in highe educa ion. These guidelines should be ailo ed
o di e en a ge g oups, cla i y oles in AI in e ac ions, encompass
a ious applica ion a eas, and es ablish a well-de ined scope o guidance.
Ou indings emphasize he need o u he , pa icula ly e idence-
based, esea ch o assess bo h he po en ial and p ac ical impac o AI in
highe educa ion. I is c ucial o in eg a e AI use in educa ion wi h
educa ion abou AI—commonly e e ed o as AI li e acy— o ensu e
ha all s akeholde s, including s uden s, educa o s, educa ion
adminis a o s, and policymake s, unde s and bo h he oppo uni ies and
isks associa ed wi h AI in highe educa ion. Ul ima ely, AI i sel is
nei he e hical no mo al; a he , i is people who bea his esponsibili y.
The e o e, AI policies in educa ion should be designed o suppo
ins i u ions and indi iduals in upholding e hical esponsibili ies.
Fu he mo e, ou esea ch ei e a es he necessi y o con inued
e idence-based inqui y in o he impac o AI in highe educa ion while
ein o cing he impo ance o combining AI implemen a ion wi h AI
li e acy ini ia i es.
Policies a e being de eloped o in o m he e hical, sa e and e ec i e
in eg a ion o AI in o educa ional p ac ices. In e na ional agencies
16
3 Me hodology o Na a i e Re iew
Ou s udy examined “A i icial In elligence Policies o Highe
Educa ion” using a c i ical na a i e e iew me hodology wi h he
objec i e o de elop a “Mani es o o C i ical Conside a ions and a
Roadmap”. In con as o a sys ema ic e iew, which o en concen a es
on a speci ic subjec wi hin a pa icula con ex and u ilises a
p ede e mined p ocess o syn hesise esul s om ela ed s udies, a
na a i e e iew can inco po a e a wide ange o li e a u e and o e a
comp ehensi e iew along wi h in e p e a ions and discussion (Sukhe a,
2022). Fu he , a na a i e e iew app oach allows o he
comp ehensi e and me iculous de e mina ion o he p ima y esea ch on
he subjec , enabling he d awing o in e ences based on he esea che s'
p o essional expe iences and p e-exis ing heo ies (Demi is e al., 2019).
Topics ha need an e ec i e syn hesis o esea ch e idence, which
may be b oad o complex, and ha call o in-dep h, sophis ica ed
analysis and in e p e a ion a e equen ly well-sui ed o na a i e
e iews (G eenhalgh e al., 2018). Likewise, his app oach enables
esea che s o desc ibe wha is al eady known abou he opic and
pe o m subjec i e e alua ion and c i ique o e iewed s udies (Sukhe a,
2022). In ou s udy, an ex ensi e sea ching echnique was implemen ed
17
ac oss nume ous in e ne -based da abases including Web o Science as
he mos es ic i e indexing se ice o pee - e iewed jou nal
publica ions. The sou ces o in o ma ion o he analysis we e chosen
based on i s imeline (2020-2025), i s connec ion wi h he esea ch
subjec , and dissemina ion in quali y publica ions.
By employing na a i e e iews in he p ocess o e iewing he
li e a u e wi hin he opic, schola s a e able o i s desc ibe wha is
al eady known and he cu en issues wi h he opic, hen ad ance he
body o knowledge by gene a ing new insigh s om di e en
pe spec i es as well as a new heo y (Rum ill & Fi zge ald, 2001).
The e o e, his me hod enabled o in es iga e he cu en s a us o AI
policies o highe educa ion, as ep esen ed in ecen publica ions, in a
comp ehensi e hema ic manne . By choosing and collec ing ele an
in o ma ion om p e ious publica ions and add essing inconsis encies
using a consensus decision-making p ocedu e, he esea che s ca ied
ou da a ex ac ion. Likewise, esea che s we e able o ho oughly
iden i y and a ange common hemes pe aining o a i icial in elligence
policies o highe educa ion by analysing and syn hesizing he eco ds
om selec ed publica ions using a hema ic analysis app oach (Naeem e
al., 2023). Thus, hese s udies can be help ul in examining unde -
18
esea ched subjec s as well as in p o iding esh pe spec i es on
es ablished, ho oughly s udied domains (Sukhe a, 2022) in ou case
a i icial in elligence policies o highe educa ion and p oposing he new
insigh s on hese policies and ad ancing his ield.
The ounda ion o his na a i e e iew was ou esea ch objec i es
as well as he socio- echnical sys em heo y, which aims o illus a e and
add ess he heo e ical and p ac ical challenges o in eg a ing echnology
in o educa ional sys ems (Ropohl, 1999). This concep ual amewo k has
been also success ully used in nume ous p io s udies (Onesi-Ozigagun
e al., 2024; Vinay & Su end a, 2024) which explained he ecip ocal
in e ac ions be ween indi iduals and he in eg a ion o AI echnology
and i s implica ions o o ganisa ional ans o ma ion (De ić e al.,
2025).
The c i ical na a i e e iew app oach, employed in his s udy and
which p oposes a na a i e syn hesis o li e a u e h ough an
in e p e a i e lens, implies he in e p e a ion which “combines he
e iewe 's heo e ical p emise wi h exis ing heo ies and models o allow
o syn hesis and in e p e a ion o di e se s udies” (Sukhe a, 2022, p.
416). In o de o ga he da a and gain ho ough and deep insigh s in o
19
di e en ace s o policies o a i icial in elligence o highe educa ion,
we examined s udies ha used a a ie y o me hodological echniques.
4 Resul s and Discussion: Mani es o and Roadmap
AI policy de elopmen in highe educa ion should be in o med by
a ious c i ical conside a ions, including o e a ching egula ions and
guidelines, ope a ional guidance (implemen a ion), and indi idual AI
li e acy. Fi s ly, he e needs o be an unde s anding o he o e all
egula ions and guidelines ha go e n he e hical use o AI. Addi ionally,
ope a ional guidance is essen ial o implemen ing e ec i e s a egies.
Fu he mo e, p omo ing AI li e acy among s uden s and s a is
impe a i e. This ensu es ha e e yone is equipped wi h he knowledge
and skills needed o esponsibly and e ec i ely na iga e he
complexi ies o a i icial in elligence.
Aiming o acili a e he s a egic policy planning p ocesses o he use
o AIED sys ems ac oss coun ies, we p opose a policy p io i y
amewo k. This amewo k is in ended o be used as s a egic planning
ins umen o highe educa ion s akeholde s de eloping AI policies and
guidance aking in o accoun he cul u al di e si ies and con ex o each
coun y (i.e., digi al educa ion eadiness, AI eadiness, e c.). This is
20
ollowed by a s a egic oadmap o AI policy de elopmen , aiming o
o e aluable insigh s in o how highe educa ion can e ec i ely
le e age he AI po en ial while ensu ing e hical conside a ions,
p omo ing equi y and main aining academic in eg i y.
Aiming o enhance s a egic policy planning o he e hical and
esponsible use o AI in highe educa ion ins i u ions ac oss coun ies,
we in es iga ed he ela ionship be ween AI echnology and educa ional
policy in highe educa ion, concen a ing on c i ical conside a ions o
AI policy con ex ualisa ion.
Ou esul ing mani es o p oposes a oadmap ha could se e as an
ins umen o p ac ical implemen a ion in mul iple gi en speci ic
si ua ions and con ex s.
Mani es o: C i ical conside a ions o AI policy de elopmen
The eme ging c i ical conside a ions o s akeholde s de eloping and
designing an own AI policy in hei own ins i u ion include:
C i ical conside a ion 1: Regula o y amewo k
An o e a ching amewo k can p o ide a heo e ical app oach o he
opic ha will guide he e hical and esponsible use o AI in highe
21
educa ion. A he same ime, such amewo k should encompass
p ac ical guidelines ha can o e con ex ualized answe s o ques ions
clus e ed by opic, sec o , a ge g oup, e c. Ensu ing his way
consis ency and cohe ence ac oss di e en le els o educa ion.
In addi ion, i is impo an o p omo e collabo a i e and co-c ea ion
app oach, in ol ing all s akeholde segmen s, including s uden s,
eache s, pa en s, adminis a o s, and policy make s; ha ins ead o
limi ing policy de elopmen ini ia i es o speci ic educa ional le els o
a ge g oups. Such an inclusi e app oach will ensu e ha he p oposed
amewo ks a e comp ehensi e and e lec he di ec needs and in e es s
o all he in ol ed s akeholde s o he highe educa ion communi y.
To ensu e he e ec i eness o such egula o y amewo ks, i is
impo an o adop a isk-based app oach, aligned wi h he EU
A i icial In elligence Regula ion (usually known as AI Ac (EU AI Ac
2024/1689) and he F amewo k Con en ion by he Council o Eu ope
(CoE, 2024). The AI Ac add esses AI p o ide s and classi ies AI
sys ems based on hei po en ial isks, which shapes he egula ions
acco dingly. The F amewo k Con en ion ocuses indi idual and global
igh s and in pa icula he alues o human igh s, democ acy and ules
22
o law o he deploymen o AI sys ems and se ices. Bo h amewo ks
howe e do no explici ly add ess educa ion.
In addi ion, he con ex ualisa ion o he p ac ical guidelines o he
implemen a ion o he egula o y amewo ks will p o ide a se o
clea di ec ions linked wi h he use o AI sys ems in speci ic educa ional
con ex s adap ing o he cul u al and pedagogical needs. Acknowledging
ha child en and educa ion, cons i u e unique cases, he e is a need o a
legal amewo k aimed a egula ing AI sys ems wi hin educa ional
en i onmen s, as highligh ed in he Council o Eu ope P epa a o y S udy
o he De elopmen o a Legal Ins umen on Regula ing he Use o AI
sys ems in Educa ion (CoE, 2024). This p oposal o a comp ehensi e
legisla ion aims o add ess he dis inc challenges o he use o AI in
educa ion while ensu ing he p o ec ion and p omo ion o human igh s,
democ acy, and he ule o law.
C i ical conside a ion 2: S akeholde -speci ic guidelines
Cus omized guidelines a e needed o mee he speci ic needs o each
g oup in ol ed: i is impo an o ensu e ha all s akeholde s (educa o s,
ins i u ions, child en, pa en s) play an ac i e ole in e hical AI
applica ion in Educa ion. The e o e, guidelines and policies should be
23
ailo ed o hei needs and oles o he di e en s akeholde s aking in o
accoun hei dis inc needs o unde s anding and u ilising AI sys em in
educa ion as well as e alua ing hei e ec i eness. In addi ion, hey
should ensu e ha all s akeholde s can deal esponsibly wi h he
complexi ies o AI.
These guidelines should add ess di e en a ge g oups, de ine oles
in AI in e ac ion, co e di e se applica ion a eas, and p o ide a clea
scope o hei guidance. An agile app oach o he de elopmen o
guidelines should be adop ed in o de o ensu e alliance wi h he
e ol ing aspec s o he use o AI in educa ion. Fu he mo e, he coun y
cul u al and digi al educa ion eadiness le el should be aken in o
accoun .
C i ical conside a ion 3: AI&ED Resea ch
Ins i u ional AI policy de elopmen should be guided by and aligned
wi h AI and Educa ion (AI&ED) esea ch.
AI&ED esea ch is equi ed o analyse and e alua e he impac o AI
use in educa ion (AIED) and he need o AI li e acy. Such esea ch
should be based on e idences o de e mine he po en ial and p ac ical
impac o AI in highe educa ion.
24
In pa icula , he e is he need o e idence-based esea ch o analyse
p ecise condi ions and long- e m e ec s. The moni o ing and e alua ing
o he use o AI sys ems in Educa ion is c ucial o iden i y po en ial
impac and gaps o ela ed AI policies.
C i ical conside a ion 4: AI li e acy
The e is an u gen need o combine AI use in (highe ) educa ion
wi h educa ion abou AI, o en called AI li e acy, o ensu e ha all
s akeholde s and a ge g oups (s uden s, eache s, educa ion manage s
and policy make s) a e awa e o he po en ial oppo uni ies and isks o
AI use in (highe ) educa ion. In he inal analysis, AI is no e hical no
mo al; people a e.
AI li e acy mus encompass he e hical use o a i icial in elligence as
i g ows in educa ion. S uden s and eache s need skills o e alua e and
use AI esponsibly, balancing echnical abili ies wi h e hical
conside a ions (Zimme man, 2018). Li e acy p og ams should in ol e
he whole school communi y, including pa en s, ocusing on e alua ing
AI-gene a ed con en and ecognizing bias o uphold academic in eg i y.
The AI Ac (EU AI Ac 2024/1689) ecen ly o malised he concep o
AI li e acy as he obliga ion o AI sys em endo s and hose who deploy
25
sys ems o de ise app op ia e measu es o ensu e a su icien le el o
unde s anding o AI's unc ioning, po en iali ies, limi a ions, and isks.
E en hough AI is a long-s anding ield, mos o he esea ch on how o
de elop non-expe li e acy has been published in ecen yea s, and
discussions on how o imp o e i a e ongoing, in pa because i mus be
unded on o he ypes o compe ences, such as digi al li e acy (Eu opean
Union, 2024).
Issues aised in he AI li e acy deba e e ol e a ound he impo ance
o e hical AI use, which summa ises he e hical conce ns and challenges
associa ed wi h he egula ion and go e nance o AI echnologies o a
sus ainable de elopmen ha balances he undeniable bene i s wi h he
need o p o ec uni e sally ecognised alues h ough a isk-ancho ed
app oach (Jobin e al., 2019).
In eg a ing e hics in o AI li e acy p og ams is essen ial o esponsible
AI use ha bene i s socie y (Ng e al., 2021). Educa ing de elope s,
use s, and policymake s os e s a echnological cul u e ha balances
inno a ion wi h espec o undamen al igh s (Mic oso , 2021).
Unde s anding AI's social and mo al implica ions is i al o p e en
disc imina ion and ensu e equi able dis ibu ion o echnology's bene i s
in educa ion (Bu gs eine e al., 2016; Ghallab, 2019).
32
es ablishing guidelines and policies ha ensu e he esponsible and
sus ainable use o AI. Go e nance mus in ol e a plu ali y o ac o s,
including educa o s, s uden s, adminis a o s, e hicis s and ci il socie y
ep esen a i es, o ensu e ha each decision akes in o accoun di e en
pe spec i es and po en ial impac s. I is also c ucial o p omo e
anspa ency in decision-making p ocesses, ensu ing ha algo i hms a e
unde s andable and ha he c i e ia o using AI a e clea and sha ed.
Finally, go e nance mus include mechanisms o ongoing moni o ing
and e alua ion o iden i y and add ess any c i ical issues in a imely
manne o ensu e ha AI con ibu es e ec i ely o imp o ing he quali y
o educa ion wi hou comp omising he co e alues o he educa ion
sys em. Jus he con a y: he educa ion sys em and i s s akeholde s (and
in pa icula he single educa o s) ha e o ake and keep he esponsibili y
o decide on he AI use in educa ion depending on he in ended lea ning
objec i es and gi en educa ional si ua ion and con ex .
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