Malaise of Artificial Intelligence in Education: A reflective stance
Document Type
Book Chapter
ISBN
9798369378731, 9798369378748
Editor
Michael W. Kessinger, Gera S. Nelson, Lesia Lennex and Kimberely Fletcher Nettleton.
Series
Advances in computational intelligence and robotics book series.
Publication (Name of Journal)
Examining AI Disruption in Educational Settings: Challenges and Opportunities
Department
Institute for Educational Development, Karachi
DOI
10.4018/979-8-3693-7873-1.ch013
Publisher
IGI Global Scientific Publishing
City
Hershey
Abstract
This chapter presents current philosophical discourse and ethical dilemmas surrounding artificial intelligence in education by taking ChatGPT as a case from generative AI tools. Based on the current literature, this chapter identifies three core philosophical assumptions and their corresponding ethical considerations: a) the market-driven nature of generative AI tools designed for profit generation raises ethical concerns regarding global access to AI-powered educational opportunities; b) the thinking manipulation mechanism of generative AI tools to guide thought processes linearly raises cognitive apprehensions such as its influence on the minds of users, specifically on children and youth with higher learning adaptability; and c) the potential of generative AI tools to replace human labour poses economic concerns, specifically related to diminishing employment opportunities. The chapter concludes with plausible solutions to ensure the democratised and ethical use of AI tools in education to create a more just and equitable society.
Recommended Citation
Ansari, A. N., Panjwani, F., Ahmad, S., & Bhutta, S. M. (2025). Malaise of Artificial Intelligence in Education: A Reflective Stance. In M. Kessinger, G. Nelson, L. Lennex, & K. Nettleton (Eds.), Examining AI Disruption in Educational Settings: Challenges and Opportunities (pp. 359-380). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-7873-1.ch013