Understanding ethical dimensions of AI in higher education: insights from faculty members and students

Abstract This study, conducted using an explanatory sequential mixed-methods design, aims to examine the views of faculty members and students on ethical issues related to the use of artificial intelligence (AI) in higher education. In the quantitative phase, data were collected via a survey from 971 students and 135 faculty members, followed by semi-structured interviews with 23 students and 14 faculty members to obtain qualitative data. The findings show that both groups generally expressed supportive views regarding the ethical use of AI, but these views took different forms at the individual, technological, institutional, and societal levels. Faculty members emphasized the importance of ethical principles but pointed out the lack of institutional guidelines and support. Students, on the other hand, stated that AI tools were beneficial in their learning processes, but expressed uncertainty about the sharing of ethical responsibilities and the assessment of the ethical appropriateness of the processes. Qualitative findings showed that perspectives were shaped in six themes, revealing a multidimensional ethical structure in the use of AI in education. Participants emphasized that while AI facilitates learning, its excessive use can have negative effects on cognitive skills. The results indicate that, in order for AI to be used ethically in higher education, professional development support should be provided to faculty members, courses covering ethical dimensions should be added to curricula, clear ethical usage guidelines should be established at universities, and these guidelines should be updated through interdisciplinary collaboration.