Ethical implications of ChatGPT in higher education
A scoping review
DOI:
https://doi.org/10.32674/jise.v13i1.6072Keywords:
ChatGPT, education, ethic, Generative Artificial Intelligence, higher education, scoping reviewAbstract
This scoping review explores the ethical challenges of using ChatGPT in education, focusing particularly on issues related to higher education. By reviewing recent academic articles written in English, Chinese, and Japanese, we aimed to provide a comprehensive overview of relevant research while identifying gaps for future considerations. Drawing on Arksey & O’Malley’s (2005) five-stage scoping review framework, we identified research questions, search terms, and conducted article search from four databases in the target three languages. Each article was reviewed by at least two researchers identifying main ethical issues of utilizing AI in education, particularly higher education. Our analysis of ethical issues followed the framework developed by DeepMind (Weiginger et al., 2021) to identify six main areas of ethical concern in Language Models. The majority of papers were concerned with misinformation harms (n=25) and/or human-computer interaction related harms (n=24). Given the rapid deployment of Generative Artificial Intelligence (GAI), it is imperative for educators to conduct more empirical studies to develop sound ethical policies for the use of GAI.
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Copyright (c) 2024 Ming Li, Ariunaa Enkhtur, Fei Cheng, Beverley Anne Yamamoto
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