Journal of Excellence in Management Sciences (2024) 3(4): 35–50

ISSN (E): 2755-3787

Ethical Considerations and Challenges in the Integration of

Artificial Intelligence in Education: A Systematic Review

Muhammad Tahir Khan Farooqi1

Ishaq Amanat2
Sher Muhammad Awan3

How to cite this article:

Farooqi, M. T. K., Amanat, I., & Awan, S. M. (2024). Ethical Considerations and Challenges
in the Integration of Artificial Intelligence in Education: A Systematic Review. Journal of
Excellence in Management Sciences, 3(4), 35–50.

Received: 9 July 2024 / Accepted: 7 August 2024 / Published online: 15 September 2024
© 2024 SMARC Publications.

Abstract
This systematic review examines those challenges in light of data privacy, algorithmic bias,
ethical implications, technological hurdles, and acceptance of AI by educators and
students. First, data privacy should be a primary concern, as AI systems require extensive
data, bringing up the potential for breach and misuse. Secondly, there must be a robust
mechanism concerning data protection and against the application of GDPR. Another
critical point is algorithm bias: biased training data sets may lead to discriminative
decisions that will increase inequalities in education. It talks about AI's impact on teachers
and classroom dynamics because the takeover of responsibilities may lower the intensity
of necessary human contact. From a technical perspective, there is so much infrastructure
and expertise required that too many educational institutions lack, especially in developing
countries. In addition, educators themselves may feel that the change resists and fears job
loss and therefore acts as a deterrent to AI integration. The review underscores the
imperative for extensive training of teachers to support enabling the integration of AI. It
now demands a collaborative effort on the part of all stakeholders to maximize the gains
and reduce the drawbacks of AI in educational aspects. Continuous research in, policy-
making for, and ethical guidelines on AI are required to benefit all aspects of education
equitably and effectively.

Keywords: Artificial Intelligence, Challenges, Privacy, Education, Ethical Considerations

1 Introduction

1
PhD Scholar, Department of Educational Research and Assessment, University of Okara, Pakistan
2
Associate Professor, Department of Educational Research and Assessment, University of Okara, Pakistan
Corresponding Author: [email protected]
3
Assistant Professor, Head of Department. FSSH Hamdard University Islamabad Campus, Pakistan.

Copyright (c) 2024 Author(s)

This work is licensed under a Creative Commons Attribution 4.0 International License.
 36 Amanat et al.

AI is changing every face of industries, and education is no exception (Bates et al., 2020; Păvăloaia
& Necula, 2023; Sharma et al., 2021). AI can enhance the learning experience and also ease
administrative burdens by sending personalized learning pathways to students (Alam, 2023;
Shankar, 2022). The capacity of AI in personalizing educational experiences imbues it as highly
promising, where a lot of research has been done to prove this (Markauskaite et al., 2022). For
instance, Luckin and Holmes (2016) believe that AI can make learning more personalized and
effective, adapting content to the students' pace and style of learning. Another point, by Holmes et
al. (2019), expresses a discussion on AI to help automate administrative tasks and give space for
educators to teach (Ahmad et al., 2022; Alam, 2023). Yet, despite such auspicious advances,
several challenges remain great hurdles to permitting the full-scale adoption of AI in education.
Admittedly, much research underlined the potential benefits of AI; on the other hand, significant
research lacuna still persists as far as responding to ethical, technical, and societal challenges
related to its implementation goes. Some of the issues regarding ethics in AI use relate to the
privacy of data and biased algorithms in decision-making (Hwang et al., 2020), which have not
been researched to a great extent within the educational environment (Gaonkar et al., 2020; Nassar
& Kamal, 2021). Besides that, there are various technological and financial constraints to integrate
AI systems into different educational environments of developing regions, which have yet to be
explored (Kuleto et al., 2021; Mhlanga, 2021). Therefore, as much as the potential of AI
(Chassignol et al., 2018) in education cannot be gainsaid, in the present circumstances, there is a
dire need to explore and to ascertain (Ezeani, 2022), how to deal with such challenges in order that
this sector uses AI ethically and equitably (Davis, 2020; Elliott et al., 2022). Another tricky area
is that of ethics vis-à-vis artificial intelligence in education. From automated grading systems to
personalized learning platforms, the role of the teacher and classroom dynamics are about to be
profoundly altered by artificial-intelligence solutions (Shah, 2023; Tedre et al., 2021). The fear is
that over-reliance on AI at the expense of human interaction-so vital to the educational experience-
could be eroded (Hassani et al., 2021; Zawacki & Gouverneur, 2019). Furthermore, artificial
intelligence in student behavior monitoring and forecasting has raised ethical questions on
surveillance and human freedom (Akgun & Greenhow, 2022). Educators and policymakers should
address these ethical challenges vigorously to ensure that the application of AI enhances and does
not withdraw from the learning process (Williamson, 2017).
Technical problems that emanate from the application of AI in education include designing
dependable, adaptive, and engaging AI systems in diverse educational settings is technology (Luan
et al., 2020; Zhang & Aslan, 2021) intensive and experience-laden. Setting up and maintaining
such complex AI systems is not feasible for many educational institutions (Chen et al., 2020),
especially within developing regions of the world—with weak finances and limited technological
expertise (Dwivedi et al., 2021; Hassani et al., 2021). Overcoming these technological barriers,
calls for commitment of resources to enhancing the infrastructure, provision of full training
programs for the teachers, and promoting collaboration (Brzycki & Dudt, 2005; Okoye et al., 2023;
Williamson, 2017) between the learning institutions and the technology providers, as indicated by
Miao et al. (2021). Additionally, AI effectiveness in learning depends on how it is embraced and
implemented by both the tutors and learners (Colchester et al., 2017; Liu et al., 2021). Resistance
to full-scale implementation of AI in any educational environment may spring from human factors
such as resistance to change, fear of job loss, and lack of trust in AI systems (Hasija & Esper,
2022). If the educators are involved in the design and deployment, then the likelihood that those
tools will be designed based on their needs and aligned with their methods of teaching is higher
(Alam, 2023; Shankar, 2022). Equally important, sufficient training might instill confidence and
trust in artificial intelligence systems.
Other than what has already been said, there is also a concern over the long-term implications AI
will have on education (Brzycki & Dudt, 2005; Chassignol et al., 2018). As the pace at which AI
 Challenges and Ethical Considerations of Integrating Artificial Intelligence in Education …… 37

is growing gets a notch higher, so does the concern it raises for the future of education and what
skills a student really should be focusing on in order to survive successfully in a world run by AI
(Dwivedi et al., 2021; Gaonkar et al., 2020; Zadorina et al., 2024). This includes revisiting
educational programs, including AI literacy, and developing skills in critical thinking and
creativity. Both are competencies that AI cannot easily replicate (Bates et al., 2020; Păvăloaia &
Necula, 2023; Sharma et al., 2021). In summary, given the vast potential brought into education
by AI, there are also significant challenges presented that call for effective responses (Ahmad et
al., 2022; Alam, 2023). Data privacy and security concerns, algorithmic bias, and ethical
implications are but a few of the key pre-conditions that need consideration for the responsible
inclusion of AI in education (Davis, 2020; Elliott et al., 2022). These are in addition to the
technological obstacles at large, coupled with acceptance by educators and students. Further
research and therefore communication between stakeholders in this area would facilitate reaping
full benefits availed by AI while reducing its drawbacks to a minimum.
1.1 Rational
It's against such a backdrop that the educational process is compelled to factor in these learning
resources in the era of artificial intelligence and machine learning. Much as artificial intelligence
has made the teaching and learning process easy, it presents numerous challenges and ethical
considerations that require careful attention and resolution during its application. Therefore, this
systematic review will add enough evidence for the challenges and ethical considerations in using
artificial intelligence in education. Once we identify the challenges, we can more easily overcome
them and provide alternatives.
1.2 Research Objectives
1. Systematic identification and categorization of the major technological and infrastructural
challenges related to AI integration into educational settings.
2. The research investigates the ethical considerations and biases that are implicated by AI use
in education.
1.3 Research Questions
1. What are the major technological and infrastructural challenges facing the incorporation of AI
tools and systems in educational institutions?
2. How could the biases documented in AI algorithms contribute to creating educational inequity
and unfairness toward the diverse student populations?
2 Literature Review:
2.1 Research Gaps in Integrating Artificial Intelligence in Education
The integration of Artificial Intelligence (AI) in education has the potential to revolutionize
teaching and learning processes by offering personalized learning experiences, streamlining
administrative tasks, and providing intelligent tutoring systems (ITS) (Alam, 2023; Charland et
al., 2024; Trivedi, 2023). Despite its potential, several critical research gaps hinder the optimal and
ethical adoption of AI in educational contexts. This literature review focuses on the challenges and
ethical considerations related to AI integration in education, specifically emphasizing the research
gaps that need further investigation (Alam, 2023; Luan et al., 2020; Shankar, 2022)). A recurring
gap in the literature is the absence of longitudinal studies examining the long-term effects of AI
on student learning outcomes and the educational environment (Davis, 2020; Elliott et al., 2022).
While most of the current research focuses on short-term or pilot project implementations, they
lack the scope whether AI benefits persist over time (Tedre et al., 2021). This limitation is visible
both within K-12 (Akgun & Greenhow, 2022) and higher education research where conception
about the effectiveness of AI tools is usually based on immediate feedback instead of long-term
educational goals (Āboliņa et al., 2024; Bravo et al., 2022).
 38 Amanat et al.

The use of AI in education also raises a number of ethical concerns with regard to data privacy,
surveillance, and bias (Hope, 2016). Most AI-systems function best when large volumes of their
data are provided; this naturally raises significant concerns about the privacy of student data
(Davis, 2020; Elliott et al., 2022). Further, some biases have been shown to be perpetuated through
AI systems, creating inequity of learning opportunity for marginalized student groups (Zawacki &
Gouverneur 2019). Despite these concerns, scant studies have explored the framework for ethical
AI design or policy mechanisms that could mitigate these risks (Sigfrids et al., 2022). However,
while enthusiasm toward AI in education may be growing, many educators are not being prepared
for how to effectively integrate such tools into their teaching practices (Trivedi, 2023). The present
literature evidences an extreme interest in the technical capability of AI (Kuleto et al., 2021;
Mhlanga, 2021) but further ignores professional development and support that educators need to
confidently and appropriately exploit affordances presented by AI technologies. Literacy about AI
within educators is considered a crucial barrier to its successful implementation, which appears to
be defeating underutilization of the potentially created effect of AI.
Most research on AI in education takes place in higher-income, better-resourced educational
environments, with scant attention to low-resource settings such as rural schools and developing
countries (Alam, 2023; Shah, 2023; Shankar, 2022; Tedre et al., 2021). While AI has high promise
in helping reduce educational disparities, very little is known about entitlements arising during the
implementation of AI under varied and under-resourced environmental conditions (Ahmad et al.,
2022; Alam, 2023). . The integration with AI has unique challenges related (Hassani et al., 2021)
mainly to the cultural and contextual differences and limited infrastructure that is not supported by
the ongoing research works (Āboliņa et al., 2024; Luan et al., 2020). Most of the understandings
about the effectiveness of AI tools in education are anecdotal or contextual, ultimately providing
inconsistent and potentially varying assessments across different educational settings. Chassignol
et al. (2018) commented that because there is no standard metric with regard to the assessment of
the effectiveness of AI, it is pretty complicated to systematically compare various AI systems or
assess their educational impact. Standardized frameworks would ensure AI tools are assessed on
objective, measurable standards, considering both immediate and long-term impacts of education
(Alonso-Rodríguez, 2024).
AI can help make inclusive education for all, personalizing learning to meet the diverse needs of
students, including students with disabilities (Bates et al., 2020; Păvăloaia & Necula, 2023; Sharma
et al., 2021). Yet, current research largely fails to explore specific challenges and opportunities of
using AI in settings of inclusive education (Lampou, 2023; Lu, 2023). There is little exploration
of how AI can be designed to accommodate diverse learning styles and disabilities, or how these
technologies will ensure resources are available to all on an equal basis (Alam, 2023; Kuleto et al.,
2021; Mhlanga, 2021). Overall, AI holds high promise for changing educational landscapes;
however, a number of key research gaps remain unmet. Longitudinal studies, ethical
considerations about privacy and bias, comprehensive teacher training, low-resource contexts,
standardized evaluation metrics, and inclusive education initiatives are among these. These gaps
are important to address so that the integration of AI into educational settings can be effective,
equitable, and ethical.
3 Plan of Work
The systematic review was designed to follow the PRISMA - Preferred Reporting Items for
Systematic Reviews and Meta-Analyses, which allows the author to exhaustively record an orderly
identification, selection, and evaluation of the literature that will be followed. Google Scholar is
one of the most popular free scholarly article search engines across many disciplines (Page et al.,
2021). A complete search was done using such keywords as "Artificial Intelligence in Education"
(29900 articles), "Artificial Intelligence challenges in education, and "Ethical consideration of
Artificial Intelligence." This step was restricted to the 2019-2024 period to ensure that only the
 Challenges and Ethical Considerations of Integrating Artificial Intelligence in Education …… 39

latest discussions were covered (Şalvarlı et al., 2021; Parums, 2021). Inclusion criteria comprised
of peer-reviewed journal articles, research papers looking at teaching and learning practices
involving AI integration, discussions on ethical considerations or challenges of AI in education
that were published in English journals only. To be excluded are those talking about implications
of technological aspects on AI without ethics or challenges therein plus non-English languages
papers.
The selection process consisted of two stages where in stage one all the titles and abstracts from
all retrieved papers were screened followed by removal of any duplicates or papers not relevant.
In stage two, full-text of remaining articles were reviewed for appropriateness against inclusion
and exclusion criteria. Only those whose content met all the conditions were included into the final
review. A standardized form was used during data extraction which captured author(s)’s name(s),
year when article was published, title of study conducted, purpose of research study findings as
well as applied scientific procedures used. Moreover extracted some critical findings about
embedding AI into learning processes as they pose greatest challenge. Afterward the collected data
has been analyzed through conceptual analysis approach whereby the key themes have been
identified these themes have been analyzed then reported patterns emerged through data
particularly around challenges and ethical concerns associated with AI integration teaching-
learning settings. This structured plan ensures a critical examination on literature thereby offering
insight into how AI is integrated in learning with a specific focus on ethical challenges and
considerations.
4 Analysis
4.1 Challenge 1: Technological Dependence and Infrastructure Gaps
Advanced technological infrastructure is required for the integration of AI in education. This forms
a big trust barrier, especially for those schools or areas that do not have the capacity for such
technology. For the artificial intelligence tools to be used at schools, there is a need for a fast
internet connection, computer hardware, and programs; all these are usually absent in
underprivileged institutions or countries that have poor infrastructures. This is exacerbated if such
schools will be situated in rural areas or in developing countries where the digital infrastructures
are not just obsolete but non-existent. The over-reliance on technology not only stands in the way
of the proliferation of AI but also causes disparity between the 'haves' who can afford to implement
this kind of system and the 'have-nots' who cannot. With the power to buy very expensive
technologies, rich districts are most likely to provide AI-powered learning resources to students.
Poor-family children attending schools in remote areas may never experience personalized
learning enabled by artificial intelligence due to the lack of gadgets, let alone innovative
pedagogies coming along with such gadgets. It is perpetuating disparities in education through
denying some students while giving others an opportunity to own digital devices and to be able to
have fair competition.
Besides the financial issues associated with artificial intelligence adoption at school level-for
example, unreliable internet connectivity, inconsistent power supply, and absence or inadequacy
of technical support, among others-many other problems could arise leading to the failure of
properly functioning AI systems within the institutions themselves, let alone even being tried upon
adoption by schools. The reason why this is not a challenge tantamount to only being technological
in nature is that there is a need for hefty investments into improvement of infrastructure and
training of personnel involved in maintenance works continuously and perpetually if the need
arises. Thus, unless we bridge these gaps fundamentally, so much potentiality that surrounds us
because of the revolutionizing of the global population will still remain untapped, leaving us far
much behind than ever before realized and hence making things worse off as opposed to making
them better off than never before seen.
 40 Amanat et al.

4.2 Challenge Two: Ethical concerns & privacy

The use of AI in education raises quite complex and broad ethical issues. One pressing challenge
concerns data privacy: AI systems amass huge volumes of data on students' behavior, preferences,
and performance that must be kept secure from unauthorized access, misuse, or breaches at schools
or any other educational facility entrusted with such data. However, artificial intelligence cannot
function sans big data sets essential to optimize its algorithms. This increases the risk inherently
associated with a violation of an individual's rights to keep their personal information confidential.
On the other side, there is also algorithmic bias. An AI-powered system is only as fair as the
information it gets during training sessions, but when these datasets have biases based on race,
gender, or socio-economic factors, then that artificial intelligence will turn out even more so,
furthering discrimination within various learning environments. Suppose, for example, you have
assessments done by biased datasets trained on some minority group students. This can lead to
their further disadvantage in personalized pathing and solidify systemic injustices against children
from poorly privileged backgrounds who have enough challenges concerning equal opportunities
in life.
The other ethical issue is in ensuring a fair and responsible use of AI within education. In balancing
how the school and teachers use AI to enhance learning on one hand, one has to ensure that these
new technologies don't offend some of the basic principles of education-such as equity,
transparency, or accountability-on the other hand. Further, people question exactly how much faith
any individual could place in educational decisions devised wholly by, and free of interference and
intervention from, AI systems alone, since many of those AI algorithms are opaque, or "black
boxes," and educators and students cannot always understand why certain choices were made. The
serious lack of transparency raises very serious questions about whether the assessment via
artificial intelligence is really fair or not where admission processes or recommendations in
learning are concerned.
4.3 Challenge 3: Teacher Training & Adaptability
It will, therefore, mean that teachers will need a lot of retraining with the integration of AI in
classrooms. It is hence a quite multi-faceted challenge—technologically in terms of training in
technical skills and also in the mindset retraining required for pedagogical change. Some may even
find it difficult to change their original teaching approach if they had been with the traditional
classroom for many years where AIs were little or not used at all in lessons. It becomes even harder
for these teachers to cope with new systems they know nothing about, except viewing them as
threats against their positions within school setup. In many cases, these barriers will only be broken
by comprehensive, well-designed training programs, whose costs can be exorbitant when
implemented in resource-poor regions. However, all the measures need to be put in place to ensure
that all teachers in the world are able to effectively use AI tools, without discrimination on the
basis of geographical location-a likely negative discrimination given that the main regions still
faced by the curse of limited accessibility are rural areas around the world. Teachers should be
educated not only to operate different kinds of software but also to integrate them into meaningful
practice while delivering the matter with personalized learning. Teachers should be encouraged to
use formative assessment differentiation in instruction; otherwise, any attempt to make the teacher
skill acquire will become irrelevant, because he/she cannot use the same into a given situation.
Frequent support both during and after implementation is solicited to keep up with the rapidly
changing technology.
Apart from lacking in technical know-how, adaptability is the other major stumbling block. Most
educators are used to traditional face-to-face teaching methods that heavily rely on human
interaction for effective delivery of content. The introduction of AI in classrooms shifts some of
 Challenges and Ethical Considerations of Integrating Artificial Intelligence in Education …… 41

the responsibilities of live tutors to machines. Something like that might not go down well with
some teachers, fearing the deviant intelligent systems might render them obsolete, or even further,
compromise quality education if humans were completely put aside from the equation between
learners and facilitators. Thus, blended model adaptation—one that blends artificial intelligence
with traditional methods—requires training but also cultural change among educators regarding
the role that technology plays in the school environment.
4.4 Challenge 4: Evaluating Impact of AI on Student Learning and Development
In this light, understanding the emerging technology effects on different aspects of student learning
outcomes can sometimes be quite complex. With the power of AI, lessons can now be tailored to
the individual needs of each learner; however, there remains a lot yet to be understood regarding
how such developments influence motivation levels, among other factors like cognitive load and
self-efficacy. Not all these wider measures of success have been fully embraced as yet by the
stakeholders themselves in education, let alone some kids who actually might benefit considerably
from the use of AI. Others might find the situation frustratingly beyond them or even anxiety-
inducing about their own abilities. AI-powered personalized learning systems may challenge
traditional teaching models enough to make it impossible to quantify student performances with a
standardized test alone: for instance, these tools continuously monitor students' progress at small
and incremental measures, therefore providing immediate feedback that is reflective of their
learning journey over time. However, such depth in learning fostered by these aids may not be
captured by conventional assessments, hence begging the question of how best evaluators can
make out the impact AI has made on education.
Further, AIs use certain indicators to personalize instructions based on the student's level of
engagement and performance data. Yet, the systems exclude the emotional and social elements of
learners' motivational status, anxiety, or personal problems that may have a great impact on the
results of studying. In this regard, one could feel pressurized to do better under continuous
monitoring through AIs, leading to increased levels of stress or reduced motivation. Precisely, the
challenge lies in how cognitive and emotional dimensions coalesce to gauge the performance of
AI in considering the wholesome development of the learners and not just their performance
metrics.
4.5 Challenge Five – Striking a Balance between AI and Human Interaction in Education
There is also a unique challenge brought about by the risk of becoming heavily dependent on
artificial intelligence, even in schools. Although it may facilitate the grading processes or
assessments, or even give personalized instructions, there is a high level of emotional intelligence
interpersonally that can be obtained through human teachers themselves in classrooms that have
worked along with the computers. They cannot offer development in those critical thinking skill
areas so much needed to build up empathy toward others around oneself or enhance social
interaction abilities during emotional growth stages, which fall short where only robots are
concerned about what should be taught. One of the risks in relying so heavily on technology like
this is that we may eventually begin to scale back those aspects of teaching that most closely
involve humans, due to the fact that they lend a great deal to personal development among students
needing them most of all other categories comprised therein. Teachers offer guidance and
mentorship with emotional support, all of which are purposed to help learners succeed
academically, but none of these can be simulated by any AI system. Normally, it is the relationship
between the student and teacher effecting a catalyst for learning among those experiencing low
self-esteem or those undergoing some problems of a non-academic nature at home; therefore, there
cannot be such a thing as excess care being shown to students' well-being as a means of helping
them achieve academic and personal success.
While doing so, it is important to find ways of balancing AI-driven learning against traditional
 42 Amanat et al.

methods if we are to achieve comprehensive education approach requirements. Though many

improvements can be made in learning through the application of artificial intelligence, this should
not make human tutors irrelevant but complement them so that the two work effectively. The best
strategy thus involves taking advantage of the best of both worlds: personalized insights based on
data from AIs, as well as emotional support, creativity, and inspiration brought about by teachers
who know their students individually well enough thanks to interaction over time. It thus becomes
vital for us not only to keep up a balance between these two poles but also make sure that the
introduction of AI does not compromise values basic to education.
Though challenges are galore with regard to imbibing AI at schools, including technological
dependence, infrastructure gaps, ethical considerations, teacher training, adaptability, and
preservation of human touch during the teaching-learning process, it still is one of the tools that
have potentiality for transforming education if suitably managed. That is to say, no challenge
should be considered insurmountable, since they all form part of what needs tackling head-on so
that artificial intelligence could become truly great force within our educational systems.
5 Discussion
AI integration into education brings a set of opportunities and challenges in many ways (Lampou,
2023; Mohammad & Saheal, 2023). The discussion compares the identified key challenges of the
analysis (Luan et al., 2020), such as technological dependence, ethical concerns, training of
teachers, evaluation of the impacts of AI, and balancing AI with human contact, with existing
research, identifying similarities, differences, and new insights as Selwyn (2022) highlights the
effects of AI in education setting, particularly questioning when replace human teachers.
Technological dependence, as such, identified in the analysis goes hand in hand with prior studies
discussing the "digital divide" in education. While Mallik, and Gangopadhyay (2023) and Huang
(2019) also note that a lack of advanced technological infrastructure is a major impediment to the
adoption of AI in low-income regions, this paper places greater emphasis on the role of socio-
economic inequality as additional reasons for unequal access to AI tools, even in technologically
advanced regions (Moore et al., 2023). This broader scope brings a new dimension to the currently
ongoing discussion about how infrastructure and socio-economic gaps together are increasing
inequality in education.
Indeed, these concerns have also been highlighted in such studies as Holmes et al. (2022) and
Binns (2018) on data privacy and algorithmic bias. More than that, however, the analysis goes
beyond this in discussing how biased AI systems may influence decisions on everything from
admission to personalized learning (Tao et al., 2019). It also introduces the "black box" concept of
algorithms, emphasizing a need for transparency in AI decision-making. This nuanced focus on
the ethical implications of AI processes thus represents a new direction; it might be taken up more
energetically by researching issues of transparency and fairness in educational AI systems (Hwang
et al., 2020).
The issue of training and adaptability of teachers has been mirrored in research studies by Kabudi
et al. (2021), which again indicates a gap in technical skills and resistance to technological change
from educators. Nevertheless, this paper raises the discussion to a deeper level by concentrating
on the cultural shift that needs to take place for teachers to actually integrate AI into their
pedagogical work. It also points to the need for continuing professional development-the training
programs must move and develop with the AI technology. This is something new and underlines
the very dynamic nature of the integration of technology in education. Mireles and Sweeney
(2020), studied and highlights major challenges, containing the hazard of exacerbating existing
inequalities. They emphasize that without cautious implementation, AI tools may present biases
in educational organizations and disturbing marginalized pupils. On the other hand, Luckin and
Holmes (2016) referred to the potential of AI for improving learning; yet this review adopts a more
 Challenges and Ethical Considerations of Integrating Artificial Intelligence in Education …… 43

holistic approach by taking into consideration not only the cognitive domain but also the affective
and social dimensions of students, such as motivation and anxiety (Rochmat et al., 2024). The
analysis further questions whether AI, inasmuch as it promises personalization, may perhaps lead
to an increased instead of a reduced difference between people. This new knowledge thus partly
falsifies the widely held assumption that AI universally contributes to personalize learning by
pointing out that AI's actual impact on learners' emotional well-being and individual learning styles
has to be critically weighed.
This use of the balance between AI and human interaction, presented by Hope, enforces the
concerns of over-reliance on AI assured by the analysis. However, while taking this further, the
analysis introduces the concept of overuse of AI with a warning of the risks brought forth by
erosion of human interaction in education. This perspective is less developed in the literature and
thus provides a new word of caution on retention of emotional and social features that human
teachers bring forth to education. The review, therefore, advocates a blended approach in which
AI serves a complementary rather than hegemonic role to traditional pedagogy, offering a way
forward in integrating AI into education without undermining core human elements of learning.
5.1 Conclusions
Hence, AI in Education, though promising in every sense, is beset with huge challenges that need
to be sorted out for its fair and effective implementation. Emphasis on high-end technology
underlines digital resource inequality, opening a chasm of digital educational inequality, especially
in those places where the technical infrastructure is inadequate. This gap must therefore be closed
to ensure that all pupils enjoy equal opportunities in these AI-driven education technologies. The
application of AI in education should also be made in such a manner to ensure that issues regarding
data protection and ethics are not jeopardized (Hwang et al., 2020). Data about students’ needs to
be kept safe, bias within algorithms lowered, and ethical standards upheld for fairness to instill
trust. Not to forget, one of the significant challenges lies in the section of teacher training and
accommodation. For the effective integration of AI into pedagogies, teachers need deep
preparation and time-bound support so that the technology brings advances, not disorders, into
class processes.
More importantly, a balance has to be struck regarding the impact of AI on the learning process
for students and objectively seek a middle way in which to melt AI with more traditional modes
of education. It is now time to keep the spotlight on what matters: the effect AI itself could have
on student achievement, motivation, and well-being, so positive effects in education will be
realized. Just like essential ingredients, emotional support and the human touch are required for
the realization of education in its totality. In order to ensure that AI integrates education in a way
that is going to work fairly and advantageously for all students, policymakers, educators, and
stakeholders must get together regarding the challenges encountered with some strategies in mind.
5.2 Recommendations
• Thence, investment in the development of technological infrastructure in the under-privileged
parts of this country; sweetening access to the internet and hardware at affordable costs for all
learners and educators.
• Establish stringent rules for the protection of personal data and ethical guidelines. Enforce
thorough data protection measures and transparent AI operations.
• Launch continuous, professionally developed training programs in digital literacy and layman
terms, AI tools.
• Designing frameworks within which the impact of AI on students' performance and
motivation may be assessed. Designing frameworks to support research-based studies
regarding individual differences; soliciting and using feedback to further improve AI tools
and teaching strategies.
 44 Amanat et al.

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7 APPENDIX-A
7.1 Detail of articles included in the Study
Authors (s) Journal Title Page Date of Publication
Ana María Teoría de la TOWARDS AN ETHICAL 79-98 June, 2024
ALONSO- Educación. Revista FRAMEWORK FOR
RODRÍGUEZ Interuniversitaria, ARTIFICIAL
INTELLIGENCE IN
EDUCATION
Anda Āboliņa SOCIETY. THE APPLICATION OF 57-71 May, 2024
INTEGRATION. ARTIFICIAL
Silvija Mežinska EDUCATION. INTELLIGENCE TOOLS IN
Velta Ļubkina Proceedings of the HIGHER EDUCATION:
International OPPORTUNITIES AND
Scientific CHALLENGES
Conference.
Cecep Sobar Progresiva: Jurnal AIED (Artificial Intelligence 91-106 April, 2024
Rochmat, Riza Riza, Pemikiran dan in Education): Opportunities
Safitri Anggia Murni Pendidikan Islam, and Challenges in Improving
Learning Efficiency in the Era
of Society 5.0
Olha Zadorina Futurity Education, The Role of Artificial 163-185 April, 2024
Intelligence in Creation of
Volha Hurskaya Future Education:
Svitlana Sobolyeva Possibilities and Challenges

Liliia Grekova
 48 Amanat et al.

Svitlana Vasylyuk-
Zaitseva
Sheikh Sajid Digital A Sneak Peek into the Future 207-222 2023
Mohammad & Transformation in of Artificial Intelligence in
Huzina Saheal Education, Education: Opportunities and
Challenges.
DR. CHHAYA M. International Journal The integration of artificial 2023
TRIVEDI of Research in all intelligence in education:
Subjects in Multi opportunities and challenges.
Languages
Rania Lampou Review of Artificial The integration of artificial 1-12 2023
Intelligence in intelligence in education:
Education opportunities and challenges.
Mei Lyu (Lu) Geographical Challenges and opportunities 247-249 Dec, 2023
Research Bulletin in education with the
integration of ChatGPT
Valentin Kuleto Sustainability, Exploring Opportunities and 13(18) 2021
Challenges of Artificial
, Milena Ili´c , Intelligence and Machine
,Mihail Dumangiu , Learning in Higher Education
Marko Rankovi´c Institutions

, Oliva M. D.
Martins , Dan Păun
and Larisa
Mihoreanu
Gwo-Jen Hwang Computers and Vision, challenges, roles and 2020
Education: Artificial research issues of Artificial
Haoran Xie Intelligence, Intelligence in Education
Benjamin W.Wah
Dragan Gašević
Hui Luan , Peter Frontiers in Challenges and future Oct, 2020
Geczy , Hollis Lai , psychology, directions of big data and
Janice Gobert, artificial intelligence in
Stephen J. H. Yang , education.
Hiroaki Ogata ,
Jacky Baltes ,
Rodrigo Guerra ,
Ping Li and Chin-
Chung Tsai,
Hernando Barrios Arctic Journal, Artificial intelligence and 30-50 2019
Tao Vianney Rocío education, challenges and
Diaz disadvantages for the
teacher.
Yolanda M Guerra

8 APPENDIXE-B
8.1 Data Extraction and Analysis
Study Methodology Objectives Participants Key Findings
Ana María ALONSO Qualitative The primary objective As it was based The study places the
(2024) to explore the on library identified ethical
opportunities, research so there problems within the
associated risks, and was no specific broader ethical
ethical impact of participants of tradition, questioning
Artificial Intelligence the study were the proliferation of sub
Challenges and Ethical Considerations of Integrating Artificial Intelligence in Education …… 49

on education. included. domains within the

discipline
Āboliņa et al. (2024) Mixed Methods To provide an 44 students, 4 To much reliance on
Research overview of the AI lecturers, 1 Artificial intelligence,
tools being used in the representative lack of critical
field of Education. form the thinking and
company of AI communication skills,
and ML ethical issues and
Information
inaccuracy
Rochmat et al. (2024) Qualitative The primary objective As it was based Challenges: need free
of the study was to on library access of internet,
explore the research so there dependency on
opportunities and was no specific technology, reduced
challenges of artificial participants of critical thinking
intelligence in the study were among students.
education. included.
Zadorina et al. (2024) Mixed Methods What challenges are Teachers, The major findings
Research faced when AI tools students and AI related to challenges
are applied in developers of artificial
Ukrainian institutions intelligence were,
of higher education? access and equity,
What measures are quality of education
taken to overcome content, teacher
them? training and support,
formation of specific
skills (digital literacy,
data privacy and
security are the major
challenges.

Mohammad, S. S., & Qualitative To explore the impact Literature, AI The findings related to
Saheal, H. (2023) of artificial intelligence application, challenges were need
in education teachers and for inclusive policy,
students teacher training for the
effected from use of artificial
technology intelligence and
ensuring ethics and
transparency in data
use.
DR. CHHAYA M. Qualitative The study aimed to As it was based The key findings of
TRIVEDI (2023) explore the prospects on existing the study were about
and obstacles review of the challenges of artificial
associated with literature there intelligence were
incorporating AI were no specific ethical concerns, lack
within educational participants of of technological
frameworks. the study. accessibility, lack of
training and over-
reliance on technology
for using of artificial
intelligence.
Lampou, R. (2023) Qualitative To explore the current As it was based The major challenges
and potential role of on existing were the harm of
artificial intelligence in review of the artificial intelligence
the educational sector, literature there and its use for
addressing its benefits were no specific destructive purposes
and potential participants of
challenges the study.
50 Amanat et al.

Lu, M. (2023) Qualitative To explores the Balancing

challenges and personalized learning,
opportunities that Information accuracy
ChatGPT brings to and reliability, Privacy
education and data security,
Balancing
technological
dependency and
human care, Widening
the digital divide,
Ethical issues and
responsibility
Valentin Kuleto et al. Mixed Methods The primary objective Students were There were some
(2021) Research of the study was to included as challenges regarding
explore the population investment in
opportunities and infrastructure,
challenges of resistance to change
incorporating artificial and continuous
intelligence and training and
machine learning in development.
higher education
institutions
Luan et al. (2020) Qualitative The primary objective Researchers, Balance human and
of the study was to teachers, machine learning,
present the current students, policy transformation from
status, opportunities, makers and one-size-fits-all to
and challenges of industrialists precision education,
integrating big data addressing
and AI in education algorithmic bias, and
ensuring ethical use of
data.
Adapting to the
paradigm shift in
education, preparing
teachers for new
technologies, and
ensuring data privacy
and protection.
Tao et al. (2019) Mixed Methods The main objectives Teachers were The major findings
Research were to identify and the population. about challenges of
analyze teachers' artificial intelligence
perceptions of the were it creates lack of
application of robotics leadership behavior,
and artificial decrease in response
intelligence (AI) in rate,
education and to
explore the challenges AI would not
and disadvantages stimulate critical
associated with the thinking and the
integration of these emotional impact
technologies in cannot be measure in
educational settings learning by AI.