The ethical foundations of university advice to students on the use of generative artificial intelligence
DOI:
https://doi.org/10.47989/ir30351817Keywords:
ethics, generative AI, artificial intelligence, higher education, studentsAbstract
Introduction. The paper aims to evaluate the extent to which an information resource giving advice to students on the use of generative artificial intelligence (AI) systems is grounded in ethical theory, particularly Kantian deontological ethics.
Method. The study examined the websites of twelve universities in the UK and other English-speaking countries to retrieve documents providing guidance to students on the use of generative AI.
Analysis. The documents were coded using a generative AI system and analysed by a manual review to identify the extent to which the guidance reflects key principles of Kantian ethics, such as respect for persons, universalizability, duty and moral obligation, and rationality.
Results. The analysis reveals that the guidance provided to students is largely grounded in Kantian deontological ethics. The guidance focuses on ensuring ethical use of generative AI, rather than a detailed discussion of ethical frameworks.
Conclusion. The findings provide a framework for universities to develop ethical policies and guidance for the use of generative AI, grounded in the principles of Kantian ethics. The guidance can help foster responsible and ethical use of these technologies in teaching, learning, and research.
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