Generative Artificial Intelligence: Ethical challenges and pedagogical implications in emerging educational contexts

Generative Artificial Intelligence (GAI) has rapidly shifted from a novelty to a central component of the modern higher education landscape. Unlike traditional educational software, which often serves as a static repository for information, GAI models like ChatGPT offer dynamic, interactive environments. This study explores how these tools function as academic mediators, allowing students to engage with complex knowledge, manage academic tasks, and regulate their own learning processes.

The authors highlight that GAI offers clear advantages, including increased accessibility to information, improved efficiency in completing routine tasks, and greater learner autonomy. However, these benefits are balanced by significant ethical and pedagogical concerns. The primary risks identified include:

• Overreliance: Students may become dependent on AI for problem-solving, potentially hindering their cognitive development.
• Academic Integrity: The ease of generating content raises questions about authorship and the authenticity of student work.
• Critical Thinking Erosion: There is a notable concern that offloading cognitive tasks to AI may lead to a decline in the ability to analyze, synthesize, and evaluate information independently.

The paper argues that the integration of GAI into higher education cannot be passive. Instead, institutions must move toward a deliberate pedagogical and institutional redesign. This involves establishing clear ethical guidelines that define the appropriate use of AI as a supportive mediator rather than a replacement for human intellect. By fostering a balanced approach, universities can leverage the efficiency of GAI while safeguarding the essential skills that define higher education.