AI governance on young consumers in higher education: a content analysis of policies for generative AI

Abstract

Purpose As generative artificial intelligence (AI) technologies continue to advance and become more prevalent in higher education, addressing the ethical concerns associated with their use is essential. This study emphasizes the need for robust AI governance as more young consumers increasingly use generative AI for various applications. This paper aims to examine the ethical challenges posed by generative AI and review the AI policies in higher education to regulate young consumers use of generative AI, focusing on the ethical use of AI from foundational principles to sustainable governance. Design/methodology/approach Through a content analysis of literature on generative AI policies in higher education published between 2020 and 2024, this research aims to explore a more holistic approach to integrating generative AI into the educational process. The analysis examines academic policies and governance framework from 28 journal papers regarding generative AI tools in higher education. Data were collected from publicly accessible sources, such as Scopus, Emerald Insights, ProQuest, Web of Science and ScienceDirect. Findings This study analyses ten elements of the governance framework to identify potential AI governance and policy setting, benefiting stakeholders aiming at enhancing the regulatory framework of generative AI use in higher education. The discussions indicate a generally balanced yet cautious approach to integrating generative AI technology, especially considering ethical issues, inherent limitations and data privacy concerns. Originality/value The findings contribute to ongoing discussions to strengthen universities’ responses to new academic challenges posed by the use of generative AI and promote high AI ethical standards across educational sectors.

Ähnliche Arbeiten