Embed explicit AI ethics instruction early and use scenario-based, guidance-oriented teaching¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that students' ethical judgments form early in the transition to higher education and that uncertainty persists around modified AI content, the authors recommend institutions "intentionally embedding explicit AI ethics instruction early in the curricula of academic programs". At the course level they suggest structured scenario-based discussions, guided decision-making prompts, structured reflection, transparency assignments such as disclosure statements, and requiring students to justify AI use decisions. They also recommend moving beyond rigid binary prohibitions toward nuanced, guidance-oriented policies and faculty development on modeling ethical AI use.

Design Implications¶

Context¶

Requirements¶

• Institutional policies that clearly articulate boundaries between AI-assisted learning and AI-enabled academic misconduct

Constraints¶

• The authors frame these as prospective directions; experimental studies are needed to test whether such instruction improves ethical judgment

Target Learners¶

• undergraduate students, especially first-year students in their transition to higher education

Target Learning Goals¶

• ethical judgment and responsible use of generative AI

Related Strategies¶

• Embed ethical inquiry into AI-supported instruction by having learners compare AI-generated texts with peer-reviewed sources
• Embed AI in guided accept/reject/justify workflows, teach digital critical thinking explicitly, and integrate institutional authorship standards

Examples¶

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Key Sources¶

• Reed, J. M., Ferdig, R. E., Dodson, T. M., Gunstad, J., & Hughes, J. W. (2026). AI Literacy and Scenario-based Ethical Judgment About Generative AI Among Undergraduate Students. Journal of Academic Ethics. https://doi.org/10.1007/s10805-026-09757-w