A conceptual ethical framework to preserve natural human presence in the use of AI systems in education
In recent years, there has been a remarkable increase of interest in the ethical use of AI systems in education. On one hand, the potential for such systems is undeniable. Used responsibly, they can meaningfully support and enhance the interactive process of teaching and learning. On the other hand,...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Artificial Intelligence |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frai.2024.1377938/full |
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| author | Werner Alexander Isop |
| author_facet | Werner Alexander Isop |
| author_sort | Werner Alexander Isop |
| collection | DOAJ |
| description | In recent years, there has been a remarkable increase of interest in the ethical use of AI systems in education. On one hand, the potential for such systems is undeniable. Used responsibly, they can meaningfully support and enhance the interactive process of teaching and learning. On the other hand, there is a risk that natural human presence may be gradually replaced by arbitrarily created AI systems, particularly due to their rapidly increasing yet partially unguided capabilities. State-of-the-art ethical frameworks suggest high-level principles, requirements, and guidelines, but lack detailed low-level models of concrete processes and according properties of the involved actors in education. In response, this article introduces a detailed Unified Modeling Language (UML)-based ancillary framework that includes a novel set of low-level properties. Whilst not incorporated in related work, particularly the ethical behavior and visual representation of the actors are intended to improve transparency and reduce the potential for misinterpretation and misuse of AIS. The framework primarily focuses on school education, resulting in a more restrictive model, however, reflects on potentials and challenges in terms of improving flexibility toward different educational levels. The article concludes with a discussion of key findings and implications of the presented framework, its limitations, and potential future research directions to sustainably preserve natural human presence in the use of AI systems in education. |
| format | Article |
| id | doaj-art-4a3faf238d684ebc9af7b265cfa69d86 |
| institution | Kabale University |
| issn | 2624-8212 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Artificial Intelligence |
| spelling | doaj-art-4a3faf238d684ebc9af7b265cfa69d862025-01-21T08:36:38ZengFrontiers Media S.A.Frontiers in Artificial Intelligence2624-82122025-01-01710.3389/frai.2024.13779381377938A conceptual ethical framework to preserve natural human presence in the use of AI systems in educationWerner Alexander IsopIn recent years, there has been a remarkable increase of interest in the ethical use of AI systems in education. On one hand, the potential for such systems is undeniable. Used responsibly, they can meaningfully support and enhance the interactive process of teaching and learning. On the other hand, there is a risk that natural human presence may be gradually replaced by arbitrarily created AI systems, particularly due to their rapidly increasing yet partially unguided capabilities. State-of-the-art ethical frameworks suggest high-level principles, requirements, and guidelines, but lack detailed low-level models of concrete processes and according properties of the involved actors in education. In response, this article introduces a detailed Unified Modeling Language (UML)-based ancillary framework that includes a novel set of low-level properties. Whilst not incorporated in related work, particularly the ethical behavior and visual representation of the actors are intended to improve transparency and reduce the potential for misinterpretation and misuse of AIS. The framework primarily focuses on school education, resulting in a more restrictive model, however, reflects on potentials and challenges in terms of improving flexibility toward different educational levels. The article concludes with a discussion of key findings and implications of the presented framework, its limitations, and potential future research directions to sustainably preserve natural human presence in the use of AI systems in education.https://www.frontiersin.org/articles/10.3389/frai.2024.1377938/fullethical frameworkeducationartificial intelligencetrustworthy AIethical behaviorvisual representation |
| spellingShingle | Werner Alexander Isop A conceptual ethical framework to preserve natural human presence in the use of AI systems in education Frontiers in Artificial Intelligence ethical framework education artificial intelligence trustworthy AI ethical behavior visual representation |
| title | A conceptual ethical framework to preserve natural human presence in the use of AI systems in education |
| title_full | A conceptual ethical framework to preserve natural human presence in the use of AI systems in education |
| title_fullStr | A conceptual ethical framework to preserve natural human presence in the use of AI systems in education |
| title_full_unstemmed | A conceptual ethical framework to preserve natural human presence in the use of AI systems in education |
| title_short | A conceptual ethical framework to preserve natural human presence in the use of AI systems in education |
| title_sort | conceptual ethical framework to preserve natural human presence in the use of ai systems in education |
| topic | ethical framework education artificial intelligence trustworthy AI ethical behavior visual representation |
| url | https://www.frontiersin.org/articles/10.3389/frai.2024.1377938/full |
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