GLOBAL IMPLICATIONS OF AI

Global AI Ethics: A Review of the Social Impacts and Ethical

Implications of Artificial Intelligence
Alexa Hagerty, Igor Rubinov
https://arxiv.org/abs/1907.07892

Artificial Intelligence and its Implications in Higher Education

Yolvi Ocaña-Fernández

Artificial intelligence's ethical implications and social repercussions have piqued the
curiosity of industry, academic researchers, and the general public. However, existing
evaluations of AI in a global context are biased towards opinions held in the United States and
hampered by a lack of research, particularly outside of the United States and Western Europe.
This article highlights the primary findings of a recent social science literature assessment on
the social consequences of artificial intelligence and associated technologies in five global
areas. Our social science scholars examined over 800 scholarly journal articles and
monographs in more than a dozen languages. Recent research in U.S. settings shows that AI-
driven technology has a trend toward deepening social differences and aggravating inequality,
particularly among historically underprivileged populations. Our literature assessment reveals
that this pattern exists globally and indicates that low- and middle-income countries may be
more prone to the negative socioeconomic impacts of AI and are less likely to benefit from the
resulting improvements. We advocate for a thorough ethnographic study to better understand
the social consequences of AI. The entire world. Global, on-the-ground research is especially
important for identifying AI systems that may exacerbate social disparity in order to reduce
future harm. A deeper grasp of the social impacts of AI in many social settings is a vital
prerequisite for its development. The implementation and monitoring of responsible and
beneficial AI technologies form the basis for meaningful regulation of these technologies.

The ethical implications and social repercussions of artificial intelligence are fascinating.
Interested parties include industry, academic researchers, and the general public. However,
contemporary evaluations of AI in the global context are slanted towards opinions held in the
United States and constrained by a lack of study. Especially outside of the United States and
Western Europe. To properly interact with the global discussion on concerns connected to the
ethics of AI-driven technologies (in fact, all digital technologies), it is crucial to comprehend how
these technologies are perceived and implemented around the world. The importance of a
worldwide conversation about AI's social implications and ethics has been highlighted in
corporate and government papers, as well as academic debates, but it is just now gaining
traction. This essay is a significant step toward a meaningful conversation about AI ethics
across cultures. Regional differences provide a major blind area that has been largely ignored
and represent an opportunity to expand the industry's discussion on AI ethics. This
groundbreaking worldwide research effort presents a basic framing of the issue and provides a
review and synthesis of pertinent social science research through viewpoints and case studies
from Africa, Asia, Latin America, the Middle East, and South and East Europe.

The immense challenge facing universities in the new millennium is the pressing need to
plan, design, develop, and implement digital skills in order to train better professionals who can
understand and develop the technological environment according to their needs. The new
challenges of the information society demand that universities make severe changes to their
rigid canons of education. Artificial intelligence-based formats promise a very substantial
improvement in education for all the different levels, with an unprecedented qualitative
improvement: to provide the students with an accurate personalization of their learning
according to their requirements, managing to integrate the various forms of human interaction
and information and communications technologies. We live in a culture where the process of
mass technification is becoming more and more important. Every sector that makes up this
structure is, to some degree, responding to technological advancements on a regular basis and,
depending on their current state of development, submitting to them in some situations or
adapting to them in others. The education sector is likewise undergoing this inevitable tendency
of adapting to the new communities of technology connections, which makes it vulnerable to
changes in society as both of them advance at the same time. This procedure is focused on
emerging trends and demographics in connection with the latest proposals within the industry.

The creation of more powerful applications is necessary for the structural acceptance of
this innovative and dizzying parameter, as concerns and contradictions around the use of
artificial intelligence (AI) are growing. During the upcoming debates on new suggestions for
higher education, this mechanism needs to be a focal topic. Its parameters must also be
considered in order to enable better management of this crucial mechanism and the application
of increasingly appropriate and effective policies that balance the needs of the most
representative institutions of society (like universities) and thus benefit citizens through these
policies and effective methods. One of the primary ways that artificial intelligence (AI) will
influence the field of education is through the mechanism of customized learning apps, which
will be applicable from the lowest educational levels—such as newborn education—to the
highest postgraduate degrees. This is not a novel procedure, as it involves the creation and
application of educational programs, simulators, and interactive games at the information and
communication technology level. The program is built with an ever-more-user-friendly interface
as its driving force.

Regarding the personalized education process, the AI application can be viewed as a

workable solution in certain ways because it allows for a fresh and appealing perspective on the
dynamic of learning through automated assistance with student assistance procedures. This is
due to the fact that the support systems will be accessible to the user at any time and from any
location. The aforementioned prompts us to reconsider the teaching-learning process; the
effects of an adaptive education setting have a significant influence on traditional learning. As
more advanced AI-based apps are created, there's a greater chance that the updated courses
will be adaptable and vulnerable to an expedited adaptation in relation to the new and
parsimonious ways of understanding educational tasks in this century. According to Saavedra
(2016), the past ten years have seen a course of significant modifications. Although the majority
cannot perceive many of these changes, their influence includes and will always include an
infinite variety of activities due to technical innovations that have never been seen before
because they have facilitated the administration of knowledge promptly at the highest levels of
decision-making, both in the government and in the realm of private enterprise. The role of
intelligence as a component of national public policy and strategy is changing significantly in
today's interconnected and global society.
IMPLICATIONS OF AI IN PHILIPPINES

Reforming Education: The Global Impact of Integrating Artificial

Intelligence in the Classroom Environment

https://grnjournal.us/index.php/STEM/article/view/356/295
https://pgjsrt.com/pgjsrt/index.php/qaj/article/view/152/76

Education is a crucial cornerstone of any civilization because it provides individuals with

the knowledge, skills, and competences required to succeed in a constantly changing world
(Tavares et al., 2023). Over the years, technological innovations have played a vital role in
molding different disciplines, including education. Integrating artificial intelligence (AI) into the
classroom has emerged as a potential strategy for changing education systems around the
world. AI, often known as artificial intelligence, is the creation of computer systems capable of
doing activities that would typically require human intelligence. Speech recognition, visual
perception, problem solving, and decision making are just a few of the activities. As AI
technology advances, its potential uses in education become more evident. By leveraging AI
capabilities, educators may improve the learning experience, tailor lessons, and deliver timely
feedback to students. One of the most significant benefits of incorporating AI into the classroom
is the potential to change the old one-size-fits-all approach to education. Teachers can use AI-
powered tools and platforms to personalize their teaching techniques and content to each
student's unique requirements and learning styles. AI systems can utilize adaptive learning
methods.

AI, often known as artificial intelligence, is the creation of computer systems capable of
doing activities that would typically require human intelligence. Speech recognition, visual
perception, problem solving, and decision making are just a few of the activities. As AI
technology advances, its potential uses in education become more evident. By leveraging AI
capabilities, educators may improve the learning experience, tailor lessons, and deliver timely
feedback to students. One of the most significant benefits of incorporating AI into the classroom
is the potential to change the old one-size-fits-all approach to education. Teachers can use AI-
powered tools and platforms to personalize their teaching techniques and content to each
student's unique requirements and learning styles. AI systems can utilize adaptive learning
methods. Additionally, AI can help with the automation of administrative activities, allowing
educators to devote more time to student interaction and tailored education (Chan & Tsi, 2023).
Grading assignments and assessments, preparing reports, and handling administrative papers
are all tasks that can be automated, giving teachers back valuable time. As a result, teachers
may focus on creating meaningful relationships with their students, providing education, and
encouraging critical thinking abilities.

Integrating AI into the classroom allows for more dynamic and immersive learning
experiences. AI-powered virtual reality (VR) and augmented reality (AR) technologies can
generate simulated worlds in which students can investigate complex concepts, historical
events, or scientific phenomena in a practical and engaging manner (Cui, 2022). For example,
VR simulations can transport students to historical landmarks, allowing them to observe historic
events firsthand. This experiential learning strategy helps pupils enhance their knowledge,
memory, and critical thinking skills. I can help design sophisticated tutoring systems that give
students rapid feedback and direction, even outside of the classroom. Intelligent tutoring
systems use AI algorithms to assess student progress, uncover misconceptions, and provide
tailored interventions or resources to fill gaps in learning. These technologies can adjust training
in real time, resulting in tailored routes for each student's academic development (Saxena et al.,
2023).

However, while incorporating AI into education has numerous advantages, it also raises
critical questions and potential obstacles. To guarantee that AI is used responsibly and fairly in
the classroom, ethical concerns concerning privacy, data security, and algorithmic bias must be
addressed. Furthermore, training and professional development programs are required to
provide educators with the necessary skills and expertise to properly use AI tools and platforms.
It is imperative to strike a balance between the use of AI technology and the crucial role that
instructors play in cultivating creativity, critical thinking, and social-emotional skills. Introducing
AI into the classroom has the potential to transform education worldwide. Educators can utilize
AI to tailor learning, automate administrative work, design rich learning experiences, and deploy
intelligent learning systems. However, careful attention should be paid to ethical considerations
and teacher training to ensure responsible and fair behavior. This study aims to explore the
overall impact of integrating AI into the classroom and shed light on the benefits, challenges,
and impacts of education reform. Therefore, this study aims to explore the overall impact of
integrating AI into the classroom and its potential for educational reform.

The rapid advancement of artificial intelligence (AI) technology has caused changes in
all parts of society, including education. As AI continues to change the future, it is critical to
analyze the readiness and willingness of college students in the Philippines to use AI
technology (Sulasula, 2023). The Philippines has experienced a surge in the usage of artificial
intelligence across industries, demonstrating the country's dedication to technological
advancement. As AI becomes more interwoven into society, it is critical to assess its impact on
education. College students play an important role since they represent the workforce, and their
willingness to accept AI technologies will have a huge impact on the country's technological
trajectory. One significant trait that distinguishes higher education in the Philippines is its
student population. This encompasses people from various socioeconomic backgrounds,
academic specialties, and cultural contexts. Such diversity can alter students' viewpoints and
attitudes about AI technology, influencing their readiness to embrace and use AI tools for
specific goals (Wang et al., 2023).

Understanding these nuances is critical when building methods to increase AI literacy

and adoption. Furthermore, the availability and accessibility of AI materials and training in
Philippine institutions can differ, influencing students' exposure to AI technologies. Some
institutions may have large AI programs and resources, while others may have limited access to
such opportunities. Identifying gaps in AI education and resources is essential for developing
inclusive and equitable AI integration. Given the vast study on the adoption and application of
artificial intelligence (AI) in many contexts, it is critical to recognize that there are significant
research gaps particular to Philippine college populations. Detailed research on the obstacles,
attitudes, and perceptions of AI readiness and utilization in this specific group remains largely
unexplored (Estrellado & Miranda, 2023). Learning about the particular environment of higher
education in the Philippines is critical, as it provides a useful perspective on the effective use of
artificial intelligence (AI) technology in education.
IMPLICATION OF AI IN EDUCATION

Artificial Intelligence, Artificial Teachers and the Fate of Learners in

the 21st Century Education Sector: Implications for Theory and
Practice
https://www.researchgate.net/profile/Sanjay-Misra-6/publication/
326679815_ARTIFICIAL_INTELLIGENCE_ARTIFICIAL_TEACHERS_AND_THE_FATE_OF_L
EARNERS_IN_THE_21ST_CENTURY_EDUCATION_SECTOR_IMPLI-
CATIONS_FOR_THEORY_AND_PRACTICE/links/5b5e4855aca272a2d6745be2/ARTIFICIAL-
INTELLIGENCE-ARTIFICIAL-TEACHERS-AND-THE-FATE-OF-LEARNERS-IN-THE-21ST-
CENTURY-EDUCATION-SECTOR-IMPLI-CATIONS-FOR-THEORY-AND-PRACTICE.pdf

Artifcial Intelligence in K-12 Education: eliciting and refecting on

Swedish teachers’ understanding of AI and its implications for
teaching & learning
https://link.springer.com/article/10.1007/s10639-023-11990-4

Recent studies on high-level machine intelligence (HLMI) systems, especially in the

areas of Artificial Intelligence (AI), Robotics Engineering, and Nanotechnology, tend to reinforce
the conviction that by 2020, machines will have taken over at least 20 million jobs in every
workplace. life. Another study by Oxford University discovered considerable evidence
supporting the prediction that AI's in the next decade would change the education sector,
exceeding instructors in areas like language translation, analytical thinking, and writing critical
essays at the high school level. This new revolution, for most scholars, further questions the
relevance and fate of each individual and student grappling with the rapid advancement of AI
technology. While the Marxian Alienation Theory serves as a theoretical framework for the
study, the Ex-Post Factor and Derrida’s analytic methods of social science were adopted for the
study. Artificial Teaching Assistants (ATA), capable of doing better than human teachers, now
abound in leading institutions of learning, but with ontological and psychological implications for
the learner. The government is employed to train tomorrow's work force with the capacity to
work hand in hand with machines rather than compete with them.

The increasing prevalence of AI in our lives has recently brought attention to its
numerous possible effects and implications (Long & Magerko, 2020; Zhou et al., 2020; Eguchi
et al., 2021). The repercussions are frequently ethically connected, such as the danger of
discrimination caused by skewed or unrepresentative datasets used to train Machine Learning
(ML) models or algorithmic bias (Arrieta et al., 2020; Mansoury et al., 2020; Mehrabi et al.,
2021). Privacy concerns are also prevalent in the complicated world of data ownership and
aggregation (Kearns & Roth, 2020). Given that the mechanics behind data-driven practices
such as data gathering and analysis are frequently hidden from users and the methodologies for
analysis are often difficult to explain (Arrieta et al., 2020), users are often unaware of the
possible impact these practices have on their lives, their agency, and their choices (Pangrazio &
Selwyn, 2021)

As citizens, these issues affect the way we view the world; they have the power to alter
our everyday choices and shape our path in life (Mansoury et al., 2020). Nevertheless, AI and
its subfields, such as ML, Natural Language Processing (NLP), and Neural Networks (NN)
techniques, are rapidly evolving and progressing. Its enormous potential for society is already
contributing to many positive outcomes, such as more accurate and expeditious diagnosis in
medicine, energy-saving systems, and automation of tedious and time-consuming tasks,
providing better consistency and performance than manual approaches (Kearns & Roth, 2019).
However, associated risks as well as the need for skill sets required to participate in the
development and shaping of AI have stirred discourse about integrating AI competencies into K-
12 curricula (Touretzky et al., 2019; Pangrazio and Selwyn, 2021; Lindner & Berges, 2020;
Hintz et al., 2018). The presence of data-driven practices in society and, not least, in education
has altered the requirements for awareness and understanding of said practices to harness its
potential and critically engage with and evaluate AI. This “new normality” requires teachers to be
able to teach about different aspects of AI related to different subject topics as well as different
age groups.

Frameworks and guidelines to inform and inspire the integration of AI-related skills
deemed necessary for citizens to participate in an increasingly data-driven society have been
introduced by for example, UNESCO (Unesco, 2022), the EU in the form of the recently updated
Digcomp Framework 2.2 (Vuorikari et al., 2022), and AI4K12 (Touretzky et al., 2019) in the US.
These AI-related skills are often referred to as AI literacy. Literacy has always had a strong
connection with education, as it enables equal opportunities for participation in society (Nichols,
2007; Yi, 2021). Providing AI literacy as part of the K-12 curriculum empowers individuals from
diverse backgrounds and interests to engage with and shape the future of AI-driven human–
machine interactions (Touretzky et al., 2019; Pangratzio & Selwyn, 2019). The emphasis on
adequate digital competence and the impact of digitalization on individuals and society has
been strengthened in a new national K-12 curriculum, valid in 2022 (Skolverket, 2022).
However, to achieve the goals of the curriculum, teachers are required to keep updated and
acquire suitable skills and knowledge to be able to engage pupils in this teaching.

Recent research indicates that Swedish teachers are still grappling with the integration
of programming into their teaching. Programming was introduced in the Swedish curriculum in
2017 and teachers are still coming to terms with understanding the concepts and practice of
programming thus lacking the knowledge to achieve technological pedagogical content
knowledge in this context (Vinnervik, 2021). One challenge in operationalising adequate digital
competence has been identifed as the vague and unclear curriculum and policy text leaving
teachers with little guidance (Vinnervik, 2021). Several studies have also concluded that the
current digital literacy approach is insufcient to address AI-related issues (Pangrazio & Selwyn,
2021; Polak et al., 2022) partly because it often places the onus of the user to adapt their
behaviour towards normative safe practices rather than to encourage a more critical approach
towards data-driven practices (Pangrazio & Selwyn, 2021). Changes in the curriculum require
in-service teachers and teacher educators to update their content and pedagogic knowledge.
This in turn assumes that these new competencies are refected in both teacher education and
professional development. Lindner and Berges (2020) point out that the topic of AI is new to
both students and teachers. They identifed teachers’ preconceptions to inform teacher
professional development for computer science teachers. Our study similarly examines teacher
and teacher educators’ preconceptions of AI and further, using Intelligent-Technological
Pedagogical and Content Knowledge (TPACK) (Celik, 2023) as a theoretical framework for data
analysis, we discuss challenges and opportunities for teachers achieving AIrelated TPACK.