Artificial Intelligence and Ethics in the Classroom: A Multidisciplinary Approach to Future Pedagogies

Artificial Intelligence (AI) is increasingly transforming educational landscapes, offering new opportunities for personalized learning, assessment, and administration. However, the integration of AI in classrooms raises complex ethical questions regarding privacy, bias, accountability, and the role of human educators. This paper explores the intersection of AI and ethics within educational settings, advocating for a multidisciplinary pedagogical approach to prepare educators and students for responsible AI engagement. Drawing from fields including computer science, philosophy, education, and sociology, the study examines current ethical challenges, stakeholder perceptions, and innovative pedagogical frameworks. Data were collected from surveys of 400 educators, 300 students, and 50 educational administrators across diverse institutions. Using a mixed-methods design, quantitative survey data are complemented by qualitative interviews to analyze awareness, attitudes, and preparedness regarding AI ethics in education. Two tables present survey findings on ethical concerns and pedagogical preferences. A case study of a university’s AI ethics integration program illustrates practical strategies and outcomes. Results indicate widespread recognition of ethical imperatives and a strong demand for interdisciplinary curricula that foster critical thinking and ethical literacy. The paper concludes with recommendations for curriculum design, teacher training, and policy development to advance ethical AI use in classrooms. This research contributes valuable insights to inform future pedagogies that balance technological innovation with ethical responsibility.