The Ethical Compass of Digital Classrooms: Teachers’ Perspectives on AI Ethics in Education

Abstract

The aim of the study is to examine primary school teachers’ perspectives on the ethics of artificial intelligence [AI] in education in depth. The research was conducted using a phenomenological design. The study group consisted of 62 primary school teachers working in Türkiye. Data were analyzed using an inductive content analysis approach, allowing themes and categories to emerge directly from the participants’ responses. The results indicate that teachers recognize both the potential benefits and challenges of AI in classroom settings. Participants highlighted concerns regarding ethical risks, the need for effective control and oversight of AI tools, precautions against technical problems, and the impact of security vulnerabilities on student data. Teachers also emphasized the importance of ensuring privacy, fairness, and equal opportunities in AI-supported education, as well as informing stakeholders about AI decision-making processes. Furthermore, the results underscore the necessity of establishing clear ethical rules and assigning accountability for AI errors. These insights provide a comprehensive understanding of responsible AI implementation in educational contexts and offer guidance for policymakers, administrators, and educators aiming to integrate AI technologies in ways that enhance learning while upholding ethical and security standards.

Keywords

• Artificial intelligence
• ethics
• artificial intelligence ethics
• primary school teachers
• education.

Dijital Sınıfların Etik Pusulası: Sınıf Öğretmenlerinin Eğitimde Yapay Zekâ Etiğine Yönelik Görüşleri

Abstract

Çalışmanın amacı, sınıf öğretmenlerinin eğitimde yapay zekâ [YZ] etiğine ilişkin görüşlerini derinlemesine incelemektir. Araştırma, fenomenolojik desen kullanılarak yürütülmüştür. Çalışma grubunu, Türkiye’de bir ilde görev yapan 62 sınıf öğretmeni oluşturmaktadır. Veriler, katılımcıların yanıtlarından temalar ve kategorilerin doğrudan ortaya çıkmasına olanak tanıyan tümevarımsal içerik analizi yaklaşımıyla analiz edilmiştir. Araştırmadan elde edilen sonuçlar, öğretmenlerin sınıf ortamlarında YZ’nin kullanımının hem potansiyel yararlarını hem de karşılaşılabilecek güçlüklerini fark ettiklerini göstermektedir. Sınıf öğretmenleri etik riskler, YZ araçlarının etkili biçimde kontrol edilmesi ve denetlenmesi gerekliliği, teknik sorunlara karşı alınması gereken önlemler ile güvenlik açıklarının öğrenci verileri üzerindeki etkilerine ilişkin kaygılarını dile getirmiştir. Öğretmenler ayrıca, YZ destekli eğitimde gizlilik, adalet ve fırsat eşitliğinin sağlanmasının önemini vurgulamış; YZ’nin karar verme süreçleri hakkında tüm paydaşların bilgilendirilmesi gerektiğini belirtmiştir. Bununla birlikte, bulgular YZ’ye ilişkin açık etik kuralların oluşturulması ve YZ kaynaklı hatalar için sorumluluğun net biçimde tanımlanması gerekliliğine işaret etmektedir. Elde edilen bu sonuçlar, eğitim bağlamında sorumlu yapay zekâ uygulamalarına ilişkin kapsamlı bir anlayış sunmakta ve öğrenmeyi desteklerken etik ve güvenlik standartlarını gözeten YZ entegrasyonu hedefleyen politika yapıcılar, yöneticiler ve eğitimciler için yol gösterici nitelik taşımaktadır.

Keywords

• Yapay zekâ
• etik
• yapay zekâ etiği
• sınıf öğretmenleri
• eğitim.

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