ETHICAL CONSIDERATIONS IN THE USE OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION 
By Sheilah Mirenja
Head of Computing & IT Department – Pan Africa Christian University

The usage of artificial intelligence (AI) in universities is expanding rapidly to support a broad spectrum of activities, including customized learning, grading assistance, campus operations, and research. Although AI brings clear advantages—such as more personalized student learning, streamlined administrative tasks, and progress in scientific discovery​ increased adoption raises ethical concerns. AI systems are becoming more capable, and so it is crucial for colleges and universities to establish and maintain robust ethical frameworks. These frameworks will be central to the responsible deployment of AI technologies while (1) upholding fundamental academic values such as fairness, privacy, transparency, and accountability, and (2) mitigating risks like bias, privacy violations, and misuse. Thoughtful governance structures that incorporate input from diverse stakeholders are necessary to unlock AI’s potential while guarding against negative outcomes. Research on education reflects a frail connection with teaching methods.

As part of AI advancement, ChatGPT has become the leading task guide, for example, an online course transcriber and developer of multilingual education materials. It has the potential to improve the learning of university students by providing real-time feedback and transforming teaching methodologies in the long term​. AI enables more informed decision-making and automated processes, providing predictive analytics on student performance without forgetting intelligent tutoring tools, automated assessments, and the generation of educational materials, which in turn reduces the time burden on professors and students through a dynamic approach​.

Despite the benefits, we need to appreciate that integrating AI into higher education boons ethical challenges such as authorship integrity and an increase in academic misbehavior among students. These need to be addressed by universities, for we cannot wish them away. Many universities have not yet developed policies to address these challenges, not forgetting data privacy and algorithm biases, as they reflect the perspectives and assumptions of their developers’ toolkit. AI cannot replace originality and critical insights that characterize scientific research, as it often produces fictitious citations, which limit reliability.

According to ​Slimi & Carballido, Chan​, and Christoforaki & Beyan, concerns are raised about data privacy in that universities lack effective mechanisms to protect personal information, algorithmic transparency, such that AI systems are perceived as moderately transparent, lack of explainability, leading to mistrust in academic evaluations and administrative processes. Concerns are also raised about AI compromising academic autonomy, and therefore, there is a need for accountability mechanisms to address errors caused by AI systems. On equity and non-discrimination, professors worry about AI perpetuating biases, particularly in academic evaluations and resource allocations; therefore, regulatory frameworks are needed to ensure fairness. While AI is seen as beneficial for improving education and reducing administrative burdens, concerns about the dehumanization of education persist and finally, insufficient training in AI use and ethics has been reported, underscoring the need for digital literacy programs.

It goes without doubt that Universities should establish policies addressing data privacy, algorithmic transparency, and unbiased access to AI tools. Digital literacy and AI ethics training should be implemented for students and faculty. Monitoring mechanisms should be in place to ensure ethical AI use, and finally, there should be a balance between automation and human interaction – AI should complement, not replace, human participation in education.

In conclusion, AI has the potential to transform higher education, but its integration must be guided by ethical principles to safeguard academic values, equity, and autonomy. Universities must act proactively to address these challenges and prepare students for a future shaped by AI technologies.

About the Author
Sheilah Mirenja is the Head of Computing & IT Department at Pan Africa Christian University. She is a Tutorial Fellow in the same department and Information Systems consultant. https://ijshr.com/IJSHR_Vol.4_Issue.3_July2019/IJSHR0034.pdf