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<p>The rising use of artificial intelligence (AI) in educational institutions has initiated broad discussions on ethical issues of privacy and autonomy, socio-emotional, and cultural compatibility. Further research should investigate ethical implications across Western and non-Western contexts, even with regulatory frameworks like the EU AI Act (Regulation (EU) 2024/1689, Off J Eur Union 258:1–80, 2024). Using Hulus' (2024) e-ethical-learning framework, this systematic response analyzes how ethical dilemmas in AI education manifest across cultural environments and investigates digital literacy's influence in mitigating these challenges. Following PRISMA guidelines, this response analyzed 12 high-quality studies from 220 publications representing Western, European, Asian, and African perspectives. The analysis highlights three themes: "Privacy and Autonomy," "Socio-Emotional Impact of AI," and "Cultural Alignment of AI Tools." Ethical challenges manifest differently across regions but are linked through digital literacy. Western contexts prioritize privacy protection and innovation. European settings emphasize regulatory harmonization while accommodating national diversity. Asian implementations balance cultural preservation with technological advancement. African contexts highlight infrastructure considerations, although significant diversity exists within each regional category. This response expands the e-ethical-learning framework by showing digital literacy's role as a cultural mediator beyond technical skill and highlights limitations of applying Western-centric paradigms to diverse educational settings.</p>

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A systematic response to ethical blind spots in AI education: cross-cultural insights and the role of digital literacy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月2日

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  • Asegul Hulus

摘要

The rising use of artificial intelligence (AI) in educational institutions has initiated broad discussions on ethical issues of privacy and autonomy, socio-emotional, and cultural compatibility. Further research should investigate ethical implications across Western and non-Western contexts, even with regulatory frameworks like the EU AI Act (Regulation (EU) 2024/1689, Off J Eur Union 258:1–80, 2024). Using Hulus' (2024) e-ethical-learning framework, this systematic response analyzes how ethical dilemmas in AI education manifest across cultural environments and investigates digital literacy's influence in mitigating these challenges. Following PRISMA guidelines, this response analyzed 12 high-quality studies from 220 publications representing Western, European, Asian, and African perspectives. The analysis highlights three themes: "Privacy and Autonomy," "Socio-Emotional Impact of AI," and "Cultural Alignment of AI Tools." Ethical challenges manifest differently across regions but are linked through digital literacy. Western contexts prioritize privacy protection and innovation. European settings emphasize regulatory harmonization while accommodating national diversity. Asian implementations balance cultural preservation with technological advancement. African contexts highlight infrastructure considerations, although significant diversity exists within each regional category. This response expands the e-ethical-learning framework by showing digital literacy's role as a cultural mediator beyond technical skill and highlights limitations of applying Western-centric paradigms to diverse educational settings.