Ethical integration of generative AI in higher education assessments
Document Type
Book Chapter
Source of Publication
Prompt Engineering and Generative AI Applications for Teaching and Learning
Publication Date
3-13-2025
Abstract
This chapter explores the transformative role of Generative AI in higher education assessments, emphasizing its capacity for delivering personalized feedback and adaptive learning experiences. While GenAI offers significant advantages, such as gains in efficiency and real-time feedback, ethical concerns arise from fairness, bias, data privacy, and transparency. In the UAE context, the chapter underlines how GenAI strategically aligns with national education goals to foster a knowledge-based economy. This will elaborate on the UAE's Vision 2021 and National Agenda 2030 about the automation and personalized assessment of students encompassed by GenAI. Additionally, ethical challenges around data security and algorithmic biases should be critically reviewed, and recommendations given on accountable, transparent, and non-discriminatory AI-driven assessment systems. This chapter provides concrete recommendations to ensure that the integration of GenAI supports inclusive education while protecting the rights of students and furthering institutional goals through effective stakeholder engagement, policy development, and ongoing ethical oversight.
DOI Link
ISBN
[9798369373323, 9798369373347]
First Page
275
Last Page
288
Disciplines
Education
Keywords
Generative AI, higher education, assessment, ethical concerns, personalized feedback
Scopus ID
Recommended Citation
Al Mohsen, Fatima Salem, "Ethical integration of generative AI in higher education assessments" (2025). All Works. 7279.
https://zuscholars.zu.ac.ae/works/7279
Indexed in Scopus
yes
Open Access
no