Professional development for AI ethics should create spaces for contextualised critique and resistance¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that ethical engagement with AI 'cannot be fostered through information-focused training alone'. Professional development should instead create spaces for contextualised critique, critical stance-taking, and resistance to oppressive practices and power imbalances, involving diverse actors—students, teachers, families, and marginalised communities—in questioning and co-designing equitable digital futures.

Design Implications¶

Context¶

Requirements¶

• Local scenarios and cases grounded in concrete decision-making to support co-design of ethical practices

Constraints¶

• The article cautions that defining local parameters such as cultural values and policies 'may ultimately limit critical ethical decision-making'

Target Learners¶

• K-12 teachers
• teacher educators
• policymakers

Target Learning Goals¶

• critical stance-taking on AI use
• ethical agency in situated contexts

Affordances¶

• Critical Ecological Activity Model Ai Ethics

Related Strategies¶

• Structure AI-focused professional development as a supported trajectory of planning, reflection, design autonomy, and embedded critical AI literacy
• Embed AI policy literacy, peer-led communities of practice, and shared AI resources into professional development
• Foster communities of practice for AI governance instead of rigid top-down policies

Examples¶

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Key Sources¶

• Juliana Elisa Raffaghelli, Henriikka Vartiainen, Matt Bower, Martina Ronci, Chris Shelton, Kathryn MacCallum, Jihyun Lee, Mary Webb, Yousra Cthouki, David Smith. (2026). Situated AI Ethics: A Cultural-Historical and Ecological Framework for Education. Computers and Education Open. https://doi.org/10.1016/j.caeo.2026.100368