Ethical and pedagogical implications of artificial intelligence in education

Abstract

The rapid integration of artificial intelligence into educational contexts has generated both unprecedented opportunities for personalized learning and significant ethical challenges. This article explores the ethical and pedagogical implications of AI in education, focusing on issues of privacy, bias, transparency, and the evolving role of teachers and students. While AI systems promise to enhance adaptive learning, automate assessment, and support institutional decision-making, they also risk reducing education to a transactional process governed by data-driven algorithms. Ethical concerns such as surveillance, commercial exploitation of student data, and algorithmic bias are analyzed alongside pedagogical consequences, including shifts in teacher responsibility, student autonomy, and the cultivation of critical thinking skills. The discussion emphasizes the necessity of developing transparent, fair, and culturally responsive AI systems while ensuring that educators and learners remain central to the educational process. Ultimately, the article argues for a balanced approach in which AI complements human-centered pedagogy, preserving the values of inclusivity, creativity, and critical inquiry that define meaningful education.