ETHICAL DILEMMAS AND PSYCHOLOGICAL IMPACTS OF AI INTEGRATION IN SPECIAL EDUCATION

1st International Scientific Conference Education and Artificial Intelligence (EDAI 2024), [pp. 51-59]

AUTHOR(S) / АУТОР(И): Denis Arsovski , Ljupco Kevereski

Download Full Pdf   

DOI: 10.46793/EDAI24.051A

ABSTRACT / САЖЕТАК:

Research problem: This study investigates the integration of artificial intelligence into special education, focusing on key questions like inclusivity of AI and individualized learning for students with disabilities and ethical challenges about data privacy and algorithmic bias. Methods: A systematic review was conducted using PRISMA, analyzing 28 peer-reviewed studies focused on AI technologies like adaptive learning systems, speech recognition and chatbots. The review found some patterns and themes connected to ethical challenges and psychological impacts. Main results: The findings showed that AI tools have the potential to improve accessibility and support individualization for students with disabilities. Adaptive learning systems and speech recognition tools improve individualized learning experiences and inclusivity. Some ethical challenges include data privacy risks, algorithmic biases and psychological impacts on students’ independence, self-esteem and social skills. Conclusions: While AI shows promise in transforming special education thanks to the improved accessibility and personalization, its implementation must prioritize ethical considerations. This research accents the importance of addressing the data privacy, minimizing biases and promoting balanced human-AI interactions for psychological well- being of students. Implications: Teachers and study curricula developers must collaborate to establish responsible AI integration in special education. These frameworks should focus on transparency, fairness and student security. Further research is essential for evaluating the long-term effects of AI on learning outcomes and to clarify strategies that boost its benefits while reducing risks.

KEYWORDS / КЉУЧНЕ РЕЧИ:

Artificial Intelligence in Education; Special Needs Education; Ethical Implications; Psychological Impact; Inclusive Learning

REFERENCES / ЛИТЕРАТУРА:

  • Ou, S. (2024). Transforming education: The evolving role of artificial intelligence in students’ academic performance.
  • International Journal of Education and Humanities, 13(2), 163–173. https://doi.org/10.54097/cc1x7r95
  • Hopcan, S., Polat, E., Ozturk, M. E., & Ozturk, L. (2022). Artificial intelligence in special education: A systematic review. Interactive Learning Environments, 31(10), 7335–7353. https://doi.org/10.1080/10494820.2022.2067186
  • Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
  • Stahl, B. C., & Eke, D. (2024). The ethics of ChatGPT: Exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700. https://doi.org/10.1016/j.ijinfomgt.2023.102700
  • Boynton, M. H., Portnoy, D. B., & Johnson, B. T. (2013). Exploring the ethics and psychological impact of deception in psychological research. IRB, 35(2), 7–13.
  • Huang, L. (2023). Ethics of artificial intelligence in education: Student privacy and data protection. Science Insights Education Frontiers, 16(2), 2577–2587. https://doi.org/10.15354/sief.23.re202
  • Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
  • Varsha, P. S. (2023). How can we manage biases in artificial intelligence systems: A systematic literature review. International Journal of Information Management Data Insights, 3(1), 100165. https://doi.org/10.1016/j.jjimei.2023.100165
  • Bobba, M., & Frisancho, V. (2022). Self-perceptions about academic achievement: Evidence from Mexico City. Journal of Econometrics, 231(1), 58–73. https://doi.org/10.1016/j.jeconom.2020.06.009
  • Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, 104967. https://doi.org/10.1016/j.compedu.2023.104967
  • Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11, 28. https://doi.org/10.1186/s40561-024- 00316-7
  • Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The dilemma of inclusive education: Inclusion for some or inclusion for all. Frontiers in Psychology, 12, 633066. https://doi.org/10.3389/fpsyg.2021.633066
  • Akavova, A., Temirkhanova, Z., & Lorsanova, Z. (2023). Adaptive learning and artificial intelligence in the educational space. E3S Web of Conferences, 451, 06011. https://doi.org/10.1051/e3sconf/202345106011
  • Taylor, D. L., Yeung, M., & Bashet, A. Z. (2021). Personalized and adaptive learning. In J. Ryoo & K. Winkelmann (Eds.), Innovative learning environments in STEM higher education (pp. 2-3). Springer. https://doi.org/10.1007/978-3-030-58948-6_2
  • Nguyen, A., Ngo, H. N., Hong, Y., & others. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28, 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
  • Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451
  • David, A., Sankar, J. G., & Azam, M. S. (2023). Internet users’ top concerns: Ensuring data privacy, security, and protection. In Proceedings of the 10th International Conference on Multidisciplinary Research and Modern Education (pp. 1–16). Princeton Press.
  • Garg, S., & Sharma, S. (2020). Impact of artificial intelligence in special need education to promote inclusive pedagogy. International Journal of Information and Education Technology, 10(7), 523–527. https://doi.org/10.18178/ijiet.2020.10.7.1418
  • Seo, K., Tang, J., Roll, I., & others. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18, 54. https://doi.org/10.1186/s41239-021-00292-9
  • Xiao, Y., Zhang, T., & He, J. (2024). The promises and challenges of AI-based chatbots in language education through the lens of learner emotions. Heliyon, 10(18), e37238. https://doi.org/10.1016/j.heliyon.2024.e37238
  • Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21(5), 652–680. https://doi.org/10.1080/10409289.2010.497450
  • Sasikala, P., & Ravichandran, R. (2024). Study on the impact of artificial intelligence on student learning outcomes. Journal of Digital Learning and Education, 4(2), 145–155. https://doi.org/10.52562/jdle.v4i2.1234
  • Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
  • Rai, H. L., Saluja, N., & Pimplapure, A. (2023). AI and learning disabilities: Ethical and social considerations in educational technology. Educational Administration: Theory and Practice, 29(4), 01–08. https://doi.org/10.53555/kuey.v30i5.4263
  • Fu, Y., & Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Computers and Education: Artificial Intelligence, 7, 100306. https://doi.org/10.1016/j.caeai.2024.100306
  • Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1–14. https://doi.org/10.14324/LRE.19.1.05
  • Leța, F., & Vancea, D. P. C. (2024). Ethics in education: Exploring the ethical implications of artificial intelligence implementation. Ovidius University of Constanța, Faculty of Economic Sciences. Retrieved from https://stec.univ-ovidius.ro/html/anale/RO/2023-i1/Section%203/23.pdf
  • Julien, G. (2024). How artificial intelligence (AI) impacts inclusive education. Educational Research and Reviews, 19(6), 95–103. https://doi.org/10.5897/ERR2024.4404