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Volume 7, Issue 3 (10-2025)
Int. J. Ethics Soc 2025, 7(3): 30-44 |
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Moradimokhles H, Norouzi Z, Amooeirazani A H. Artificial Intelligence in Higher Education: Perspectives, Opportunities, and Ethical Challenges in Learning Environments. Int. J. Ethics Soc 2025; 7 (3) :30-44
URL: http://ijethics.com/article-1-351-en.html
URL: http://ijethics.com/article-1-351-en.html
1- Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran , moradimokhles@basu.ac.ir
2- M.A. Student of Educational Technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
3- M.A. of Educational Technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
2- M.A. Student of Educational Technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
3- M.A. of Educational Technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
Abstract: (9 Views)
Introduction: The emergence of new technologies, like artificial intelligence (AI), has led to noticeable modifications. AI can be an effective tool in higher education; however, numerous ethical challenges also emerge. The present study investigates AI's ethical prospects, opportunities, and Weaknesses in higher education.
Materials and Methods: This study is applied research regarding its purpose and qualitative regarding the nature of its data. The research is a systematic review using the PRISMA strategy. We searched four Latin databases: Google Scholar, Scopus, Web of Science, and JSTOR and four Persian databases: Noormags, Magiran, CID, and Civilica. A systematic search was conducted based on keywords and article selection strategies; out of 253 articles, 37 were selected for concrete evaluation, and POP scientometrics software was used for analysis. We also used VOSVIEWER software to illustrate the relationship between the interconnected subjects.
Results: This study revealed that individuals in higher education understand the ethical applications of using AI. Strengths include personalized learning, fair assessment, and individualized feedback. Opportunities include educational equity and bridging the digital divide. Weaknesses include privacy concerns and fraud in the assessment process. Challenges include lack of transparency and dissemination of misinformation.
Conclusion: Following ethical values when using artificial intelligence can maintain the quality of learning environments and construct an inclusive setting for every student. The combination of these approaches creates a safe environment for education activists.
Materials and Methods: This study is applied research regarding its purpose and qualitative regarding the nature of its data. The research is a systematic review using the PRISMA strategy. We searched four Latin databases: Google Scholar, Scopus, Web of Science, and JSTOR and four Persian databases: Noormags, Magiran, CID, and Civilica. A systematic search was conducted based on keywords and article selection strategies; out of 253 articles, 37 were selected for concrete evaluation, and POP scientometrics software was used for analysis. We also used VOSVIEWER software to illustrate the relationship between the interconnected subjects.
Results: This study revealed that individuals in higher education understand the ethical applications of using AI. Strengths include personalized learning, fair assessment, and individualized feedback. Opportunities include educational equity and bridging the digital divide. Weaknesses include privacy concerns and fraud in the assessment process. Challenges include lack of transparency and dissemination of misinformation.
Conclusion: Following ethical values when using artificial intelligence can maintain the quality of learning environments and construct an inclusive setting for every student. The combination of these approaches creates a safe environment for education activists.
Type of Study: Review Article |
Subject:
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Received: 2025/03/23 | Accepted: 2025/04/16 | Published: 2025/10/19
Received: 2025/03/23 | Accepted: 2025/04/16 | Published: 2025/10/19
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