MAPPING GENERATIVE AI'S ETHICAL ISSUES IN HIGHER EDUCATION: A FELT-GUIDED SYSTEMATIC REVIEW [PEMETAAN ISU ETIKA GENERATIVE AI DI PENDIDIKAN TINGGI: TINJAUAN SISTEMATIS BERPANDUAN FELT]

Auteurs

DOI:

https://doi.org/10.19166/pji.v21i2.10020

Trefwoorden:

Generative AI, Ethical Challenges, Higher Education, Systematic Literature Review, Ethical Frameworks, tantangan etika, tinjauan literatur, Perguruan Tinggi, Tinjauan Literatur Sistematis (SLR), kerangka kerja etika

Samenvatting

The pervasive integration of generative AI (GenAI) into higher education presents transformative opportunities alongside complex ethical challenges that necessitate urgent scholarly attention. This study conducts a systematic literature review (SLR) following the rigorous Kitchenham protocol, analyzing 27 peer-reviewed articles published between 2023 and 2025 to comprehensively identify these ethical issues and map them against the ALT Framework for Ethical Learning Technologies (FELT). The SLR revealed seven prominent ethical concerns: (1) academic integrity and plagiarism, highlighting issues of unauthorized assistance and false authorship; (2) bias and fairness, manifested through algorithmic and linguistic biases; (3) data privacy and security, concerning unauthorized access and re-identification risks; (4) impact on critical thinking and learning outcomes, fostering over-reliance; (5) authorship, intellectual property, and copyright ambiguities; (6) misinformation, hallucinations, and deepfakes, eroding trust; and (7) broader environmental and labor impacts. Crucially, the mapping to FELT demonstrated that these issues collectively challenge institutional accountability, necessitate responsible learning paradigms, demand greater transparency in AI operations, and underscore the imperative for care towards individuals and societal well-being. Findings indicate a nascent and fragmented institutional response globally, driven by varied stakeholder perspectives. This research recommends a multi-faceted approach: fostering comprehensive AI literacy, adopting human-centered design, developing robust and adaptive policies, ensuring system transparency and accountability, strengthening data governance, advocating for ethical AI design, and promoting interdisciplinary collaboration. This study equips higher education stakeholders to navigate GenAI's ethical landscape and uphold core educational values by synthesizing current ethical dilemmas and offering a FELT-guided framework for responsible integration.

Abstrak Bahasa Indonesia

Integrasi kecerdasan buatan generatif (GenAI) yang meluas ke pendidikan tinggi menghadirkan peluang transformatif sekaligus tantangan etika yang kompleks dan memerlukan perhatian akademis yang mendesak. Studi ini melakukan tinjauan literatur sistematis (SLR) mengikuti protokol Kitchenham yang ketat, menganalisis 27 artikel peer-reviewed yang diterbitkan antara tahun 2023 dan 2025 untuk secara komprehensif mengidentifikasi isu-isu etika ini dan memetakannya terhadap Kerangka Kerja ALT untuk Teknologi Pembelajaran Etis (FELT). SLR ini mengungkapkan tujuh kekhawatiran etika yang menonjol: (1) integritas akademik dan plagiarisme, menyoroti isu-isu bantuan tidak sah dan kepengarangan palsu; (2) bias dan keadilan, termanifestasi melalui bias algoritmik dan linguistik; (3) privasi dan keamanan data, menyangkut akses tidak sah dan risiko re-identifikasi; (4) dampak pada pemikiran kritis dan hasil pembelajaran, mendorong ketergantungan berlebihan; (5) ambiguitas kepengarangan, kekayaan intelektual, dan hak cipta; (6) misinformasi, halusinasi, dan deepfake, mengikis kepercayaan; dan (7) dampak lingkungan dan tenaga kerja yang lebih luas. Secara krusial, pemetaan ke FELT menunjukkan bahwa isu-isu ini secara kolektif menantang akuntabilitas institusional, menuntut paradigma pembelajaran yang bertanggung jawab, membutuhkan transparansi yang lebih besar dalam operasi AI, dan menggarisbawahi keharusan untuk peduli terhadap individu dan kesejahteraan masyarakat yang lebih luas. Temuan mengindikasikan respons institusional yang masih baru dan terfragmentasi secara global, didorong oleh beragam perspektif pemangku kepentingan. Penelitian ini merekomendasikan pendekatan multi-aspek: membina literasi AI yang komprehensif, mengadopsi desain yang berpusat pada manusia, mengembangkan kebijakan yang kuat dan adaptif, memastikan transparansi dan akuntabilitas sistem, memperkuat tata kelola data, mengadvokasi desain AI yang etis, dan mempromosikan kolaborasi interdisipliner. Dengan menyintesis dilema etika saat ini dan menawarkan kerangka kerja berbasis FELT untuk integrasi yang bertanggung jawab, studi ini membekali pemangku kepentingan pendidikan tinggi untuk menavigasi lanskap etika GenAI dan menjunjung tinggi nilai-nilai inti pendidikan.

 

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Gepubliceerd

2025-07-25

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Vol 21 Nr 2 (2025): July

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Articles

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Copyright (c) 2025 okky barus, Achmad Nizar Hidayanto, Imairi Eitiveni

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