AI ethics as a complex and multifaceted challenge: Decoding educators’ AI ethics alignment through the lens of activity theory

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dc.authorid0000-0003-4018-7597
dc.authorid0000-0002-4620-5066
dc.authorid0000-0002-4520-642X
dc.contributor.authorKamali, Jaber
dc.contributor.authorAlpat, Muhammet Furkan
dc.contributor.authorBozkurt, Aras
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2025-01-03T19:20:22Z
dc.date.available2025-01-03T19:20:22Z
dc.date.issued2024
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description.abstractThis study explores university educators’ perspectives on their alignment with artifcial intelligence (AI) ethics, considering activity theory (AT), which forms the theoretical underpinning of this study. To do so, 37 educators from a higher education institution were selected to write their metaphors about AI ethics alignment, out of which 11 attended semi-structured interviews, in which they answered some questions about their AI ethics alignment and narrated some experiences. The study reveals diverse and often contradictory perspectives on AI ethics, highlighting a general lack of awareness and inconsistent application of ethical principles. Some educators metaphorised AI ethics as fundamental but difcult to understand, while others pointed to the difculties of regulating ethical violations. The fndings highlight the need for targeted professional development on AI ethics, collaborative policy making and a multidisciplinary approach to promote ethical use of AI in higher education. This study also calls for stronger alignment between educators’ personal ethical standards and institutional norms to reduce AI-related risks in educational settings.
dc.identifier.citationKamali, J., Alpat, M. F. ve Bozkurt, A. (2024). AI ethics as a complex and multifaceted challenge: Decoding educators’ AI ethics alignment through the lens of activity theory. International Journal of Educational Technology in Higher Education, 21(1), 1-20. https://www.doi.org/10.1186/s41239-024-00496-9
dc.identifier.doi10.1186/s41239-024-00496-9
dc.identifier.endpage20
dc.identifier.issn2365-9440
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85212072710
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://www.doi.org/10.1186/s41239-024-00496-9
dc.identifier.urihttps://hdl.handle.net/20.500.12154/3155
dc.identifier.volume21
dc.identifier.wosWOS:001377974100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherSpringer Science and Business Media Deutschland GmbH
dc.relation.ispartofInternational Journal of Educational Technology in Higher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAI Ethics
dc.subjectArtifcial Intelligence
dc.subjectAI in Education
dc.subjectGenerative AI
dc.subjectActivity Theory
dc.titleAI ethics as a complex and multifaceted challenge: Decoding educators’ AI ethics alignment through the lens of activity theory
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isAuthorOfPublication22e15e59-9a8b-496d-b2bc-8a55fd7d71aa
relation.isAuthorOfPublication.latestForDiscovery956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
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