No framework, guidelines, policies or regulations have been devised to address the specific ethical issues raised by the use of AI in education¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? As of the editorial, no framework has been devised, no guidelines agreed upon, no policies developed, and no regulations enacted for the specific ethical issues of AI in education. → Beverly Woolf 2022

Evidence¶

Beverly Woolf 2022¶

Beverly Woolf, Kaska Porayska-Pomsta, Wayne Holmes, Ken Holstein. (2022). Introduction to IJAIED Special Issue, FATE in AIED. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-022-00299-x

q1 · i? · theoretical · r1

The editorial asserts, citing Holmes et al., 2018, that "no framework has been devised, no guidelines agreed upon, no policies developed, and no regulations enacted" for AIED ethics. This is a cited field-level claim, not a tested result.

"Additionally, no framework has been devised, no guidelines agreed upon, no policies developed, and no regulations enacted to address the specific ethical issues raised by the use of AI in education (Holmes et al., 2018)."

Discussion¶

Related Claims¶

• AI integration in academic settings has outpaced regulatory frameworks, leaving ethical practices, assessment, and institutional responses inconsistent — related
• AI adoption in higher education appears to progress faster than institutional policies, ethical frameworks, and governance structures, creating a policy–practice gap — related
• Institutions have expanded student access to generative AI tools faster than they have developed policies, guidance, and shared learning goals for their use — related
• Associate deans report that neither their institution nor their units have implemented official AI policies, prompting localized unit-level guidelines — related
• Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding — reports the opposite
• Existing legal and sector guidance each address only part of ethical learning analytics governance, and none integrates all six LEAGUE dimensions — reports the opposite
• AIED has long researched pedagogy, cognition, and social and cultural context, with ethics and human rights a strong more recent interest — related