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<p>The expanding presence of Artificial Intelligence (AI) in education raises new pedagogical possibilities as well as important ethical considerations. This study explored teachers’ perceptions and experiences related to the ethical dimensions of AI integration in the Israeli school system. Using a mixed-methods design, quantitative data were collected from 108 teachers and complemented by qualitative analyses of open-ended reflections. The quantitative results indicated strong endorsement of ethical principles, including transparency, fairness and accountability, alongside moderate levels of self reported confidence and limited participation in formal AI related training. The qualitative findings showed that while many teachers had not yet encountered AI related dilemmas directly, they described a range of possible approaches to hypothetical situations, including dialogic engagement, establishing classroom guidelines and applying corrective measures.</p><p>These findings provide a descriptive picture of how teachers currently understand AI related ethical issues in contexts where institutional norms and classroom practices are still developing. To support future discussion, the study introduces the Ethical Digital Competence (EDC) framework as a conceptual lens that highlights the interplay between knowledge, values and reflective practice. The framework is intended as a contribution to ongoing conversations about responsible AI integration and may inform the design of professional learning opportunities as educational systems continue to adapt to emerging technologies.</p>

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Teaching in the age of artificial intelligence: teachers’ ethical-digital competencies

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Rotem Waitzman

摘要

The expanding presence of Artificial Intelligence (AI) in education raises new pedagogical possibilities as well as important ethical considerations. This study explored teachers’ perceptions and experiences related to the ethical dimensions of AI integration in the Israeli school system. Using a mixed-methods design, quantitative data were collected from 108 teachers and complemented by qualitative analyses of open-ended reflections. The quantitative results indicated strong endorsement of ethical principles, including transparency, fairness and accountability, alongside moderate levels of self reported confidence and limited participation in formal AI related training. The qualitative findings showed that while many teachers had not yet encountered AI related dilemmas directly, they described a range of possible approaches to hypothetical situations, including dialogic engagement, establishing classroom guidelines and applying corrective measures.

These findings provide a descriptive picture of how teachers currently understand AI related ethical issues in contexts where institutional norms and classroom practices are still developing. To support future discussion, the study introduces the Ethical Digital Competence (EDC) framework as a conceptual lens that highlights the interplay between knowledge, values and reflective practice. The framework is intended as a contribution to ongoing conversations about responsible AI integration and may inform the design of professional learning opportunities as educational systems continue to adapt to emerging technologies.