Furkejuvvon:
| Váldodahkki: | |
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| Materiálatiipa: | Recurso digital |
| Giella: | |
| Almmustuhtton: |
Zenodo
2026
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| Liŋkkat: | https://doi.org/10.5281/zenodo.20358606 |
| Fáddágilkorat: |
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Sisdoallologahallan:
- <p class="MsoNormal"><span>The increasing integration of artificial intelligence (hereinafter referred to as AI) in education poses a serious challenge to the traditional academic system. It is becoming apparent that the technological development has significantly outpaced its regulation and ethical reflection. We can affirm that, amid circumstances where the education system has been simultaneously strengthened and severely weakened by generative AI technologies, the philosophical and ethical aspects of this issue are becoming of particular importance.</span></p> <p><span>Beyond a doubt, the ethical features of using AI in education are the comprehensive area of scientific research. In due course Polish scientist S. Kuruliszwili had aptly called that “a revolution that cannot bypass education” [</span><span>4</span><span>, p. 39]. In several years that opinion was reinforced by A. Franczyk and A. Rajchel, who note that teachers should be prepared for students actively using ChatGPT and need to develop regulations defining the acceptable scope of AI use </span></p>