Towards responsible AI in education: Challenges and implications for research and practice

The latest technical innovations in computing technologies and big data analytics have led the way for integrating Artificial Intelligence in Education (AIED), enabling the development and deployment of unprecedented tools and applications. Today, AI has firmly entered the public discourse on education, positioning itself as a transformative force poised to play an increasingly pivotal role in shaping the use of educational services across both K-12 and higher education contexts. AIED technologies in the form of chatbots, intelligent tutoring systems, automated grading systems, and other algorithmic facilitated decision support systems are expected to provide personalized guidance, support, and feedback to students and assist teachers and policymakers in decision-making in a wide range of formal educational contexts (Hwang et al., 2020). However, emerging research suggests that while the use of AI in educational contexts has the potential to support teaching and learning as well as improve human performance, to date, there seems to be little empirical work to support these claims (McGrath et al., 2024). At the same time, the misuse of AI due to algorithm bias and a lack of governance constitutes a risk, potentially inhibiting human rights and solidifying existing inequalities (Prinsloo, 2020; Yang et al., 2021). In this context, research on responsible AI in education underscores the need to integrate ethical considerations into AI literacy programs, equipping educators to evaluate tools based on fairness, accountability, and transparency principles, as well as frameworks that advocate for explainable and socially responsible AI (Floridi & Cowls, 2019), enabling educators to serve as ethical guardians in their adoption and use. However, responsibility regarding the use of AI in education also extends to the development of AIED systems, which may or may not align with fundamental human principles and values to safeguard human flourishing and well-being (Dignum, 2019). In this vein, reflecting on the meaning of responsible AI in education, its challenges and implications for education research and practice, prompts critical questions about autonomy, agency, and academic freedom in the age of AI and its role in contributing to equity in society (Cerratto-Pargman & McGrath, 2021; Macgilchrist, 2019; Nguyen et al., 2023; Prinsloo, 2020; Slade & Prinsloo, 2013; Velander et al., 2021; Williamson & Eynon, 2020).