Conceptions of education and ethics of AI in higher education: An exploratory qualitative study

The digital transformation of society significantly impacts higher education, leading to notable changes in teaching, learning and the management of higher education institutions. These developments raise new (ethical) questions, such as whether AI-based technologies in higher education affect and change prevalent conceptions of education and whether such changes are ethically relevant. This study begins with the premise that AI-based technologies are not neutral regarding normative assumptions about what education is and should be (i.e., conceptions of education). It then demonstrates why the impact of AI-based technologies on conceptions of education should be considered when ethically assessing those technologies in higher education. The exploratory qualitative study, comprising semi-structured guided interviews and a focus group with representatives from the higher education sector, aims to provide new insights by identifying whether experts see a link between the conceptions of education and the ethical evaluation of AI-based technologies. The study seeks to clarify which conceptions of education are prevalent, how AI-based technologies are perceived in higher education institutions and their relevance, what current developments are observed, and what they imply for the mission of higher education institutions. The study shows that ethical issues are significant in reflecting on conceptions of education and the self-understanding of higher education institutions, especially in the context of the use of AI-based technologies. It is shown that the reflection on the goals and aims of education (conceptions of education) and higher education institutions (mission statements) is crucial for ethically evaluating the use and implementation of AI in higher education.