Abstract
In the 1970s, research on artificial intelligence in education emerged with the aim of acknowledging and accommodating the psychological aspects of the learning process. Since then, its applications have evolved and it is now used for student learning and assessment, teachers’ pedagogical practice, management of educational institutions, and lifelong learning. Nevertheless, the ethical challenges of educational programmes using these systems have not been thoroughly studied. Anchored on the theoretical frame of dialogic ethics, this paper presents a section of a participatory futures research project. The goal of the research is to develop a toolkit that educators can use to ensure a smooth and ethical transition to artificial intelligence-based education while preserving the interests of educational development. This paper emphasises the need for an informed and participatory process that involves all stakeholders and begins with an expert consultation through the Delphi method, the results of which allowed the construction of eight hypothetical futures scenarios. These scenarios provide evidence that examining the ethics of using artificial intelligence systems presents an opportunity to reflect on the ethics of education as a whole. They highlight the challenge of balancing the benefits and drawbacks of such systems, especially concerning educational goals and the interplay between diverse educational actors and personal development in educational settings. The study outcomes are intended to encourage discussions on the integration of ethical artificial intelligence in education and facilitate the continuing professional development of teachers by equipping them with scenarios that can be used as a resource for training purposes.
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