Generative Artificial Intelligence, ethics, and higher education: A literature review

Abstract

This literature review investigates the ethical implications of Generative Artificial Intelligence (GenAI) in higher education (HE). As GenAI begins to reshape HE fundamentally, ethics must be a significant part of the discussion and woven into every topic examined in this review. This review explores the themes of stakeholder perceptions, building AI literacy in faculty and students, and HE GenAI policies and policy development. Theoretical models guided these themes in the articles selected for this literature review. By applying the theory to the discussion, we can explain the understanding, acceptance, and pedagogical implications of adding GenAI to HE environments. The findings indicate that there is a need for more research and ethically grounded institutional policies, frameworks, and strategies that can help foster AI literacy, academic integrity, and support the faculty in the transformation of their pedagogical practices to allow for the addition of GenAI in the curriculum.