Ethical and Responsible Generative AI Use: Perspectives from STEM and Non-STEM Educational Contexts

The integration of generative Artificial Intelligence (AI) in educational settings presents a novel frontier with diverse implications for teaching and learning practices. This chapter explores the perspectives of educators and students across Science, Technology, Engineering, and Mathematics (STEM) and non-STEM programmes regarding the ethical and responsible use of generative artificial intelligence (GAI). Using a cross-sectional survey design, the chapter analyses insights from a diverse cohort of 198 students and 68 educators, highlighting variances and commonalities in their perceptions towards GAI. Specifically, we examine stakeholders’ views regarding the benefits, challenges, ethical issues, and principles for the responsible use of GAI. The results indicate that both groups (educators and students) recognize the potential of GAI in enhancing learning experiences, by providing personalized feedback and adaptive learning environments. However, significant challenges such as technical issues, costs, and the need for adequate training are highlighted. Ethical concerns, including data privacy, algorithmic bias, and the potential for GAI to replace human educators, are also emphasized prominent. The study underscores the importance of establishing clear ethical guidelines, promoting transparency, and fostering inclusivity in deploying GAI technologies. Implications for policy, practice, and future research are discussed, emphasizing the need for continuous professional development for educators and enhanced digital literacy for students. By addressing these challenges collaboratively, educational institutions can effectively leverage GAI to improve learning outcomes and promote innovation in education.