The Ethical Integration of Artificial Intelligence in Educational Contexts
Toward a Culture of Critical Engagement
DOI:
https://doi.org/10.18617/Keywords:
Academic Integrity, Artificial Intelligence in Education, Critical Engagement, Ethical AI UseAbstract
The integration of Artificial Intelligence (AI) within educational settings presents considerable opportunities yet concurrently introduces challenges concerning academic integrity and cognitive engagement, particularly those stemming from its uncritical application. This article examines the ethical dimensions pertinent to student utilization of AI, while advocating for the cultivation of critical and responsible engagement in lieu of outright prohibition. It explores the role of emergent guidelines in the formulation of institutional policy and contends, based on educational and ethical theory, that education assumes paramount importance in fostering the ethical use of AI, most notably within unregulated environments. Furthermore, the paper presents specific pedagogical strategies designed to cultivate critical and responsible interaction with AI within the classroom.
References
BENJAMIN, R. Race After Technology: Abolitionist Tools for the New Jim Code. Cambridge: Polity, 2019.
BINNS, R. Fairness in Machine Learning: Lessons from Political Philosophy. In: CONFERENCE ON FAIRNESS, ACCOUNTABILITY, AND TRANSPARENCY (FAT*), New York, 2018. Proceedings [...]. New York: ACM, 2018. p. 149-159. Disponível em: https://dl.acm.org/doi/10.1145/3178876.3178888. Acesso em: 10 March 2025.
BRASIL. Lei nº 13.709, de 14 de agosto de 2018. Lei Geral de Proteção de Dados Pessoais (LGPD). Diário Oficial da União, Brasília, DF, 15 ago. 2018. Seção 1, p. 59. Disponível em: https://planalto.gov.br. Acesso em: 10 March 2025.
BULGER, M. Personalized Learning: The Conversations We’re Not Having. New York: Data & Society Research Institute, 2016. Disponível em: https://datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf. Acesso em: 28 nov. 2024.
CAMBRIDGE INTERNATIONAL. Guidance on using generative artificial intelligence (AI) in coursework. Cambridge: Cambridge International, [s.d.]. Disponível em: https://www.cambridgeinternational.org/exam-administration/cambridge-exams-officers-guide/phase-3-coursework-and-moderation/generative-ai-in-coursework/. Acesso em: 26 out. 2024.
CUMMINGS, M. L. Automation Bias in Intelligent Time Critical Decision Support Systems. In: AIAA INTELLIGENT SYSTEMS CONFERENCE, 1., 2004, Chicago. Proceedings [...]. Reston, VA: AIAA, 2004. DOI: 10.2514/6.2004-6317. Disponível em: https://arc.aiaa.org/doi/10.2514/6.2004-6317. Acesso em: 10 March 2025.
DAWSON, P. Defending Assessment Security in a Digital World: Preventing E-Cheating and Supporting Academic Integrity in Higher Education. London: Routledge, 2020.
ERIKSSON, L.; MCGEE, T. R. Academic dishonesty amongst Australian criminal justice and policing university students: individual and contextual factors. International Journal for Educational Integrity, London, v. 11, art. 5, 2015. DOI: 10.1007/s40979-015-0005-3. Disponível em: https://edintegrity.biomedcentral.com/articles/10.1007/s40979-015-0005-3. Acesso em: 05 Jan. 2025].
ETH ZURICH. New guidelines for the use of generative AI in education. ETH Zurich Staffnet News, Zurich, 5 jul. 2024. Disponível em: https://ethz.ch/staffnet/en/news-and-events/internal-news/archive/2024/07/new-guidelines-for-the-use-of-generative-ai-in-education.html. Acesso em: 10 April 2025.
FLORIDI, L. The Ethics of Artificial Intelligence: Principles, Challenges, and Opportunities. Oxford: Oxford University Press, 2023.
HARVARD UNIVERSITY. Office of the Provost. Guidance on generative AI. Cambridge, MA: Harvard University, [s.d.]. Disponível em: https://provost.harvard.edu/guidelines-using-chatgpt-and-other-generative-ai-tools-harvard. Acesso em: 29 abr. 2025.
IEEE GLOBAL INITIATIVE ON ETHICS OF AUTONOMOUS AND INTELLIGENT SYSTEMS. Ethically Aligned Design: A Vision for Prioritizing Human Well-being with Autonomous and Intelligent Systems. 1. ed. Piscataway, NJ: IEEE, 2019. Disponível em: https://standards.ieee.org/content/dam/ieee-standards/standards/web/documents/other/ead_v1.pdf. Acesso em: 29 abr. 2025.
LIANG, W. X. et al. GPT Detectors Are Biased against Non-Native English Writers. Patterns, v. 4, n. 7, art. 100779, jul. 2023. DOI: 10.1016/j.patter.2023.100779. Disponível em: https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7. Acesso em: 10 April 2025.
LUCKIN, R.; HOLMES, W.; GRIFFITHS, M.; FORCIER, L. B. Intelligence Unleashed: An Argument for AI in Education. London: Pearson, 2016.
LYNCH, M. P. STS, symmetry and post-truth. Social Studies of Science, v. 47, n. 4, p. 593-599, ago. 2017. DOI: 10.1177/0306312717720308.
MINISTÉRIO DA CIÊNCIA, TECNOLOGIA E INOVAÇÕES (MCTI). Estratégia Brasileira de Inteligência Artificial (EBIA). Brasília: MCTI, 2021. Disponível em: https://gov.br/mcti. Acesso em: 28 April 2025.
REGULATION (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 laying down harmonised rules on artificial intelligence and amending Regulations (EC) No 300/2008, (EU) No 167/2013, (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1139 and (EU) 2019/2144 and Directives 2014/90/EU, (EU) 2016/797 and (EU) 2020/1828 (Artificial Intelligence Act). Official Journal of the European Union, L 2024/1689, 12 jul. 2024. Disponível em: https://eur-lex.europa.eu/eli/reg/2024/1689/oj. Acesso em: 20 March 2025.
SELWYN, N. Should Robots Replace Teachers?: AI and the Future of Education. Cambridge: Polity Press, 2019.
SLOANE, M.; MOSS, E.; AWOMOLO, O.; FORLANO, L. Participation is Not a Design Fix for Machine Learning. In: INTERNATIONAL CONFERENCE ON MACHINE LEARNING (ICML), 37., Vienna, 2020. Proceedings [...]. Proceedings of Machine Learning Research, v. 119, p. 8979-8989, 2020. Disponível em: http://proceedings.mlr.press/v119/sloane20a.html. Acesso em: 04 Feb. 2024.
STANFORD UNIVERSITY. Office of the Provost. Report of the AI at Stanford advisory committee. Stanford, CA: Stanford University, 9 jan. 2024. Disponível em: https://provost.stanford.edu/2024/01/09/report-of-the-ai-at-stanford-advisory-committee/. Acesso em: 03 April 2025.
UNESCO. Recommendation on the Ethics of Artificial Intelligence. Paris: UNESCO, 2021. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000380455. Acesso em: 04 March 2025.
UNIVERSIDADE FEDERAL DE MINAS GERAIS. UFMG propõe transparência e uso ético da IA nas atividades acadêmicas. Portal UFMG Notícias, Belo Horizonte, 3 maio 2024. Disponível em: https://ufmg.br/comunicacao/noticias/ufmg-propoe-transparencia-e-uso-etico-da-ia-nas-atividades-academicas. Acesso em: 29 April 2025.
UNIVERSIDADE FEDERAL DO PARANÁ. Guia inédito norteia pesquisadores sobre uso ético da IA generativa. Portal UFPR Notícias, Curitiba, [s.d.]. Disponível em: https://ufpr.br/guia-inedito-norteia-pesquisadores-sobre-uso-etico-da-ia-generativa/. Acesso em: 15 March 2025.
UNIVERSITY OF MELBOURNE. Artificial intelligence. Melbourne: University of Melbourne, [s.d.]. Disponível em: https://www.unimelb.edu.au/ai. Acesso em: 29 abr. 2025.
WILLIAMSON, B.; EYNON, R.; POTTER, J. Pandemic politics, pedagogies and practices: Digital technologies and distance education during the Coronavirus emergency. Learning, Media and Technology, v. 45, n. 2, p. 107-114, 2020. DOI: 10.1080/17439884.2020.1761641.
ZAWACKI-RICHTER, O. et al. Systematic review of research on artificial intelligence applications in higher education – where are the educators?. International Journal of Educational Technology in Higher Education, v. 16, art. 39, 2019. DOI: 10.1186/s41239-019-0171-0. Disponível em: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0171-0. Acesso em: 03 Oct. 2024.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 André Luís Specht
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant Liinc em Revista the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License.
The authors have permission and are encouraged to deposit their manuscripts and versios of record (VoR) in their personal web pages or institutional repositories, generic repositories etc., before (pre-print) or after (post-print) the publication in Liinc em Revista, according to its open access depositing policy registered in the Directory of Editorial Policies of Brazilian Journals (DIADORIM), kindly providing a link to the article published on Liinc's website.
Liinc em Revista, published by Instituto Brasileiro de Informação em Ciência e Tecnologia, is licensed under a Creative Commons Attribution 4.0 International License – CC BY 4.0 
