“Ethical principles: Teachers have a basic understanding of ethical issues
surrounding AI and of the principles required for ethical human–AI interactions
including protection of human rights, human agency, promotion of linguistic and
cultural diversity, inclusion and environmental sustainability.”

CURRICULAR GOALS (CG)

“CG 2.1.1 Surface ethical controversies through a critical examination of use cases of AI tools in education.”

“CG 2.1.2 Facilitate an understanding of essential ethical principles through an examination of use cases related to each of the core ethical principles. Guide teachers to understand why these principles are essential and how neglecting them may cause harm. These principles are encapsulated in the following six subtopics: ‘do no harm’; proportionality; non-discrimination; sustainability; human determination in human–AI interaction; and transparency and explainability.”

“CG 2.1.3 Build an association between ethical principles and standards through examples of local, national or international regulations regarding the ethics of AI; discuss the implications for individuals and explain how core ethical principles are contextualized in local or national regulatory frameworks.”

“CG 2.1.4 Advocate for inclusivity in the use of AI and guide teachers to discuss the risks that specific AI tools can pose to inclusion and equity, including in educational contexts, and with special attention to learners who have disabilities and/or are from marginalized groups; guide teachers to discuss how these risks can be mitigated at the individual level.”

LEARNING OBJECTIVES (LO)

“LO 2.1.1 Exemplify fundamental ethical controversies in the use of concrete AI tools, and do so from the perspectives of human agency, security, privacy, and linguistic and cultural relevance.”

“LO 2.1.2 Explain the core ethical principles (as listed in CG2.1.2) and internalize them through their personal selection and use of AI.”

“LO 2.1.3 Match key articles of regulations with ethical principles and understand their implications for education.”

“LO 2.1.4 Prioritize actions to minimize the negative impact of AI on equity and inclusion when using AI tools in education, with particular attention to students who have disabilities and/or are from marginalized groups.”

CONTEXTUAL ACTIVITIES

“‘Perspective taking’ in ethical dilemmas: Adopt an ethical perspective on the use of AI in schools based on an understanding of multiple dilemmas they pose around privacy, human agency, equity,
inclusion, local cultures and languages, and climate change.”

“Knowledge-mapping of ethical principles: Apply basic knowledge mapping tools (such as paper-based worksheets or digital concept mapping applications) to visualize the connections among the different core principles, responses to associated controversies, their correspondence with regulations, and examples of AI tools used in schools.”

“Personal observation of local regulations: Observe whether local AI regulations keep pace with iterations of AI technologies and evaluate applicable regulations by matching them with ethical principles and local contexts.”

“Biases of AI tools: Be mindful of biases of AI tools used in schools and their potential to exclude or
marginalize persons with disabilities and students from vulnerable groups; report the risks to the
institutional managers or responsible agencies.”