A COMPARATIVE ANALYSIS OF INSTITUTIONAL POLICIES FOR ETHICAL AI
INTEGRATION IN HIGHER EDUCATION
Ronda Mariani, Commonwealth University of Pennsylvania, Bloomsburg, United States of America / Loreen Powell, Marywood University, United States of America
(Presented at the International Conference on Humanities, Social and Education Sciences (IHSES) which took place on April 16-19, 2024, in San Francisco, CA, USA (www.2024.ihses...) and at the International Conference on Life Sciences, Engineering and Technology (ILSET) (www.2024.ilset...) (www.2024.ictel...) organized by the International Society for Technology, Education and Science (ISTES) www.istes.org).
The pervasive incorporation of artificial intelligence (AI) in higher education necessitates an examination of institutional policies to discern divergent strategies for ethical AI integration. The strategic significance of AI in education has progressively emphasized positive value (Seldon and Abidoye, 2018). With the abundance of AI tools available to students, universities face challenges in ensuring ethical usage while preventing cheating and submitting work that does not reflect the students' efforts. Moreover, from a pedagogical perspective, it is imperative to prioritize the understanding of academic integrity, which encompasses essential concepts such as academic writing, literature utilization, moral reasoning, and fostering an ethical approach to teaching and learning (Vučković et al., 2020). This presentation investigates a comparative analysis of AI policies across educational institutions, shedding light on varied approaches and practices. The research comprises a systematic literature review, which unfolded in three distinct phases: planning, execution, and reporting of the review process (Zhai et al., 2021). This abstract serves as a scholarly compass for stakeholders in shaping the ethical path of AI implementation in higher education.
1 сен 2024
