AI for chemistry teaching: responsible AI and ethical considerations

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Abstract This paper discusses the ethical considerations surrounding generative artificial intelligence (GenAI) in chemistry education, aiming to guide teachers toward responsible AI integration. GenAI, driven by advanced AI models like Large Language Models, has shown substantial potential in generating educational content. However, this technology’s rapid rise has brought forth ethical concerns regarding general and educational use that require careful attention from educators. The UNESCO framework on GenAI in education provides a comprehensive guide to controversies around generative AI and ethical educational considerations, emphasizing human agency, inclusion, equity, and cultural diversity. Ethical issues include digital poverty, lack of national regulatory adaptation, use of content without consent, unexplainable models used to generate outputs, AI-generated content polluting the internet, lack of understanding of the real world, reducing diversity of opinions, and further marginalizing already marginalized voices and generating deep fakes. The paper delves into these eight controversies, presenting relevant examples from chemistry education to stress the need to evaluate AI-generated content critically. The paper emphasizes the importance of relating these considerations to chemistry teachers’ content and pedagogical knowledge and argues that responsible AI usage in education must integrate these insights to prevent the propagation of biases and inaccuracies. The conclusion stresses the necessity for comprehensive teacher training to effectively and ethically employ GenAI in educational practices.