Ethical considerations and pedagogical challenges of integrating AI in Higher Education in the UK

This study investigates the ethical and pedagogical challenges of AI integration at the five most reputed universities in the UK, from the direct and immersive view of students in higher education.Those challenges and ethical challenges are presumed in the study to present in the decision-making process, biased algorithms, and human displacements.Using interpretivism and qualitative interviews, this research found three interesting domains of findings that can be useful for those universities to improve their future models of AI integration.Within the limited scope of this research, AI integration was stated by the respondents to possibly create biases between the native and non-native learners; secondly, AI internet was not considered very useful for students and educators in making pedagogical decisions; finally, AI integration would be creating more ethical challenges of human displacement in higher education, the educational field requires more extensive communication among the learners, educators, and the learning communities.Those findings and indications would trigger future research from those perspectives and suggest strategies for UK educators to enhance their models of AI integration in higher education.Using interpretivism and qualitative interviews, this research found three interesting domains of finding that can be useful for those universities to improve their future models for AI integration.Within the limited scope of this research, AI integration was stated by the respondents to create biases between the native and non-native learners; secondly, AI intervention was not considered very useful for students and educators in making pedagogical decisions; finally, AI integration would be creating more ethical challenges of human displacements in higher education, the field demands more extensive communication among the learners, educators, and the learning communities.Those findings and indications would trigger future research into those perspectives and suggest strategies for UK educators to enhance their models of AI integration.