The use of AI for educational purposes has triggered a revolution in education (Chaudhry & Kazim, 2022; Yueh & Chiang, 2020). The increasing adoption of generative artificial intelligence (AI) in higher education underscores the necessity of formulating ethical guidelines that promote responsible and advantageous usage of these groundbreaking instruments by learners (Lim et al., 2022). Regrettably, the ethical dimensions of AI applications in education have been mostly disregarded in educational research (Yu & Yu, 2023) due to the rapid advancement in AI technology. Despite the challenges, educational researchers and higher education institutions have a responsibility to provide ongoing guidance so that AI technologies can be implemented in an ethical manner. In pursuit of the stated objective, this paper begins by first encapsulating the salient principles outlined in IEEE's Ethically Aligned Design (EAD2v2) Standards (2018), which serves as a crucial reference for the ethical development and deployment of AI and autonomous systems. Then, the highly influential Fjeld et al.’s (2020) paper – a Berkman Klein Center’s (a Harvard University research centre) publication is explained. Drawing from the insights offered by these two prominent frameworks, a comprehensive and interdisciplinary foundation for the ethical utilization of AI by learners is synthesized. The objective is to provide a balanced and holistic approach to the employment of AI by students in higher education. By adhering to the synthesized guidelines, it is hoped that AI technologies will be employed in ways that advance the noble objectives of education while safeguarding the ethical, social, and human values at its core.
Artificial Intelligence, AI, Higher Education, Ethics, Academic Integrity, Ethically Aligned Design, Technology, Autonomous and Intelligent Systems, A/IS, Human Rights, Equity