ETHICAL CONSIDERATIONS AND TRANSFORMATIVE APPLICATIONS OF ARTIFICIAL INTELLIGENCE AND CHATGPT IN MODERN EDUCATION SYSTEM: A STUDY

Abstract

The relentless march of technology has reshaped all aspects of human existence, and learning is not accepted (Hill and Barber, 2014). Artificial Intelligence in Education (AIED) impressionists’ human intellect, employing digital means to fulfill scholarly aims. The venerable traditions of pedagogy stand transformed, with assessment rising as a pillar most vital (Chaudhry and Kazim, 2022). ChatGPT, a boon to educators, furnishes bespoke learning materials, illuminates students’ frailties, and aids in academic evaluation (Hill and Barber, 2014). Yet, its coming brings forth grave ethical concerns, eclipsing mere technical impediments. This study takes a holistic theoretical approach to explore ethical quandaries in AI-driven educational assessments, identifying gaps in scholarship and avenues for further inquiry (Petersen, Vakkalanka and Kuzniarz, 2015). By weaving together perspectives from educational philosophy, ethics, technology studies, and cognitive learning theories, this work scrutinizes AI’s influence on pedagogy, student engagement, and instructional design. AI, though potent, must be tempered with wisdom, lest it imperil the virtue of learning. This chapter offers a critical discourse on AI’s role in reshaping education and the moral vigilance required for its righteous employment (Heston and Kchun, 2023).