Guiding the future: developing an ethical framework for generative AI use in education

Purpose This study develops a comprehensive ethical framework for the responsible use of generative artificial intelligence (AI) in education with particular attention to secondary schooling, informed by analysis across K-12 and higher education contexts. It addresses critical gaps in current ethical guidelines, particularly concerning privacy, bias and transparency issues in educational settings. Design/methodology/approach A systematic literature review was conducted using major databases like Scopus and Web of Science to identify the ethical implications of AI use in education. The research synthesised findings from diverse sources to propose a refined ethical framework tailored for secondary education and informed by practices across the wider education sector. Findings The study highlights significant gaps in existing ethical frameworks concerning AI applications in secondary education. These include inadequate measures to address privacy concerns, persistent biases in AI algorithms, weak mechanisms for accountability and a lack of transparency in AI decision-making processes within educational contexts, alongside limited attention to academic integrity. Research limitations/implications The research is constrained by the availability and scope of existing studies on AI ethics in education and by its reliance on secondary data. Further empirical work in school settings is needed to test the framework’s effectiveness, adapt it to diverse contexts and refine its components based on real-world application. Practical implications The proposed ethical framework provides educators and policymakers with practical guidelines for integrating AI technologies responsibly in secondary education. It emphasises safeguarding student privacy, ensuring fairness in AI applications, supporting academic integrity and enhancing transparency. Social implications Implementing the framework can support social equity in education by reducing the risk that AI technologies perpetuate existing biases and by promoting inclusive educational practices that respect student rights, diversity and the particular vulnerabilities of children and young people. Originality/value This study contributes original insights by synthesizing existing research into a coherent framework specifically designed for secondary education. It fills a notable gap in literature by focusing on the ethical challenges and needs at this educational level, which are often overlooked in broader AI ethics discussions.