Esteemed delegates,

Welcome to The United Nations Educational, Scientific and Cultural Organization

(UNESCO) Council as we convene to delve into the crucial topic of "Ethical Implications of
Artificial Intelligence in Education." Today, we are tasked with exploring the profound impact of
artificial intelligence (AI) on education and the ethical dilemmas it presents. This discussion holds
significant weight as it could reshape educational practices and profoundly influence societal values.
Our dialogue will encompass various issues, including technological advancements and moral
considerations. Understanding the nuanced ethical landscape surrounding AI in education is
paramount in ensuring equitable and responsible deployment of these technologies.

To facilitate our discourse, we have prepared a comprehensive Study Guide. This resource
serves as a foundation for our deliberations, but we also encourage you to conduct independent
research to deepen your understanding of the multifaceted issues surrounding the use of AI in
education. Through collaborative dialogue and collective action, we can devise strategies to address
these ethical quandaries while safeguarding educational integrity. Let us endeavor to foster an
educational landscape that upholds ethical principles and nurtures inclusive learning environments.

Regards,

Rafliansyah, Riva Imtinan Putri, Muhammad Rafi Aurelian Rizkiyansyah

 CHAIRS INTRODUCTION
Rafliansyah

Rafliansyah is an Analyst at the Ministry of Tourism and Creative Economy. He believes MUN is a
platform that offers a perfect package in upgrading soft skills such as public speaking, negotiation,
and leadership. These skills will be useful for everyone from every background of study. Thus,
expanding networks with other delegates is a big part of MUN which is “possibly” helping you
develop yourself and your career. I look forward to this council's fruitful discussion later on!

Riva Imtinan Putri

Hailing from Semarang!

Most sincere welcome to you, our distinguished UNESCO delegates. My name is Riva Imtinan
Putri and I am currently a third year student of International Relations Universitas Diponegoro. I
was first introduced to the Model UN circuit in 2021, back when I was a freshman. Since then, I
constantly fell in love with MUN circumstances and society. For me, MUN is not only about
winning the awards, instead MUN accommodates me to develop my critical thinking and
communication skills, alongside meeting the amazing people of the circuit.

I am very excited to serve you as Assistant Chair in UNESCO council with the other Dais. I am
looking forward to meet you and wish you the best luck. If you have any questions, don’t bother to
contact me through [email protected]. Don’t forget to have fun in the conference and
prepare your best outfit as well!
 Muhammad Rafi Aurelian Rizkiyansyah

Shout out from Depok!

We are thrilled to welcome you to the UNESCO Council. My name is Muhammad Rafi
Aurelian Rizkiyansyah and currently I am a second-year student of international relations
University of Indonesia. Model United Nations (MUN) has become an exhilarating journey when I
started MUN in 2021. Since then, MUN has driven me into the realm of diplomacy and
international affairs where I could connect with like-minded youth from all around the world. Not
to mention, MUN is not all about winning, but also experiences of international exposure and
connection that you will not get at any place. If you get a question in mind, you could contact me
through [email protected]. As one of the Assistant Chair of UNESCO Council, I am eager to
meet you all. Don’t forget to prepare well and have a fruitful debate!
 INTRODUCTION TO THE COUNCIL
General Information of the Council

The United Nations Educational, Scientific and Cultural Organization, commonly known
as UNESCO, was founded on November 16, 1945, in the aftermath of World War II.1 The idea
behind UNESCO was to promote peace and security through international cooperation in
education, sciences, culture, and communication. Initially, its membership comprised 37 countries,
but over the years, it has expanded significantly. As of 2024, UNESCO has 194 Member States and
12 Associate Members.2

UNESCO’s work is organized into various sectors, including education, sciences, culture,
communication and information. Through its programs and initiatives, UNESCO aims to
contribute to the achievement of the Sustainable Development Goals defined in the 2030 Agenda,
adopted by the UN General Assembly in 2015.3

Mandate

UNESCO's mandate is defined by its constitution, which was adopted by the United
Nations Conference for the Establishment of an Educational and Cultural Organization
(ECO/CONF) in London on November 16, 1945, and entered into force on November 4, 1946.4
UNESCO's mandate is deeply embedded in fostering international cooperation in education,
sciences, culture, and communication to advance the collective goals of peace, security, poverty
eradication, sustainable development, and intercultural dialogue, as stated in its constitution. This
involves promoting cooperation among nations to enhance universal respect for justice, the rule of

1
UNESCO, “History of UNESCO | UNESCO,” www.unesco.org (UNESCO, n.d.), https://www.unesco.org/en/history.
2
UNESCO, “Member States | UNESCO,” www.unesco.org, 2024, https://www.unesco.org/en/countries.
3
UNESCO, “UNESCO in Brief | UNESCO,” www.unesco.org, 2022, https://www.unesco.org/en/brief.
4
UNESCO, “UNESCO History and Mission,” Unesco.org, 2021,
https://unesdoc.unesco.org/archives/about-unesco-history-and-mission.
law, and human rights as outlined in the United Nations Charter, without discrimination based on
race, gender, language, or religion.

UNESCO's mandate encompasses a wide range of objectives and activities. These objectives
can be simplified such as but not limited to:

1. Education for All: UNESCO ensures inclusive and quality education for everyone,
promoting lifelong learning and equitable access, especially for marginalized groups.
2. Preservation of Cultural Heritage: UNESCO safeguards cultural sites worldwide,
supporting diversity, cultural expressions, and heritage preservation.
3. Advancement of Sciences: UNESCO fosters scientific research and innovation to
tackle global challenges like climate change and health crises, promoting
collaboration for societal benefit.
4. Freedom of Expression and Media Development: UNESCO advocates for press
freedom, access to information, and media ethics, fostering a free and democratic
media environment.
5. Promotion of Intercultural Dialogue: UNESCO fosters dialogue and tolerance
among cultures, religions, and societies, promoting peaceful coexistence through
education and exchange programs.
6. Capacity Building and Sustainable Development: UNESCO provides technical
assistance and policy advice to support countries in achieving Sustainable
Development Goals (SDGs) across various sectors.
7. Ethical Standards in Science and Technology: UNESCO promotes ethical principles
in science and technology, addressing bioethics and social implications to ensure
alignment with human rights and dignity.

UNESCO operates as a forum for international cooperation and exchange of ideas,

knowledge, and best practices. While it can formulate recommendations and guidelines, ultimately,
it is up to member states to implement and adopt UNESCO's initiatives and policies within their
own national frameworks.
 INTRODUCTION TO TOPIC
Background and Root Causes

The integration of artificial intelligence (AI) into educational systems has emerged as a
significant topic, sparking profound discussions about its ethical implications and societal
ramifications.5 The incorporation of AI technologies in education represents a paradigm shift in
how students learn, teachers instruct, and educational institutions operate.6

In recent years, AI-powered tools and platforms have gained traction in classrooms
worldwide, offering promises of personalized learning experiences, adaptive curriculum delivery,
and data-driven insights into student performance.7 Platforms leveraging AI algorithms analyze
vast amounts of data to tailor educational content to individual students' needs, preferences, and
learning styles. Additionally, AI-driven assessment tools provide educators with real-time feedback,
allowing for more targeted interventions and instructional adjustments.8

However, amidst the potential benefits of AI in education lie complex ethical considerations
that demand careful scrutiny. At the root of these ethical dilemmas is the inherent nature of AI
algorithms, which can perpetuate biases, reinforce inequalities, and infringe upon students' privacy
rights.9 Algorithmic bias, stemming from the biases present in the datasets used to train AI models,

5
UNESCO, “Ethical Dimension of EdTech: Transforming Risks into Strengths - UNESCO IITE Webinar,” Unesco.org,
January 30, 2024,
https://www.unesco.org/en/articles/ethical-dimension-edtech-transforming-risks-strengths-unesco-iite-webinar.
6
Firuz Kamalov, David Santandreu Calonge, and Ikhlaas Gurrib, “New Era of Artificial Intelligence in Education: Towards
a Sustainable Multifaceted Revolution,” Sustainability 15, no. 16 (January 1, 2023): 12451,
https://doi.org/10.3390/su151612451.
7
Meehir K, “How AI Is Personalizing Education for Every Student,” eLearning Industry, June 6, 2023,
https://elearningindustry.com/how-ai-is-personalizing-education-for-every-student.
8
Reginald Johnson Ed.D, “The Role of Artificial Intelligence in ELearning: Integrating AI Tech into Education,”
eLearning Industry, October 27, 2023,
https://elearningindustry.com/role-of-artificial-intelligence-in-elearning-integrating-ai-tech-into-education.
9
Zhisheng Chen, “Ethics and Discrimination in Artificial Intelligence-Enabled Recruitment Practices,” Humanities and
Social Sciences Communications 10, no. 1 (September 13, 2023): 1–12, https://doi.org/10.1057/s41599-023-02079-x.
can lead to unfair treatment or disadvantage for certain student demographics, exacerbating
existing disparities in educational outcomes.10

Furthermore, the widespread adoption of AI in education raises concerns about data

privacy and security.11 As AI systems collect and analyze vast amounts of student data, including
personal information and learning behaviors, there is a heightened risk of unauthorized access, data
breaches, and misuse of sensitive information. Protecting students' privacy rights and ensuring the
responsible stewardship of their data are paramount concerns in the ethical deployment of AI
technologies in educational settings.

Moreover, the equitable distribution of AI-driven educational resources poses another

ethical challenge. While affluent schools and institutions may have access to cutting-edge AI tools
and technologies, resource-strapped schools in underserved communities may be left behind,
widening the digital divide and perpetuating socioeconomic disparities in education.12

In response to these ethical concerns, stakeholders in the education sector are advocating for
the development of ethical guidelines, frameworks, and regulations to govern the responsible use of
AI in education.13 Initiatives focused on algorithmic transparency, fairness, and accountability seek
to mitigate the risks of bias and discrimination in AI-driven educational systems. Additionally,
efforts to strengthen data privacy protections and ensure informed consent for data collection and
usage aim to safeguard students' rights and well-being.

10
Emilio Ferrara, “Fairness and Bias in Artificial Intelligence: A Brief Survey of Sources, Impacts, and Mitigation
Strategies,” Sci 6, no. 1 (December 26, 2023): 3–3, https://doi.org/10.3390/sci6010003.
11
Financial Express, “Data Privacy and Security in AI-Powered Education Systems,” Financialexpress, January 14, 2024,
https://www.financialexpress.com/jobs-career/education-data-privacy-and-security-in-ai-powered-education-systems-3363
991/.
12
Thomaz Edson Veloso da Silva, “Artificial Intelligence in Education Unplugged: A New Era for the Underserved,”
eLearning Industry, November 26, 2023,
https://elearningindustry.com/artificial-intelligence-in-education-unplugged-a-new-era-for-the-underserved.
13
Andy Nguyen et al., “Ethical Principles for Artificial Intelligence in Education,” Education and Information
Technologies 28, no. 28 (October 13, 2022), https://doi.org/10.1007/s10639-022-11316-w.
 Ultimately, navigating the ethical complexities of using AI in education requires a
collaborative and multidisciplinary approach, involving educators, policymakers, technologists, and
ethicists.14 By prioritizing ethical considerations and upholding principles of fairness, transparency,
and student-centeredness, it is possible to harness the transformative potential of AI to enhance
educational experiences and empower learners in the digital age.

14
Emma Stokes, “Navigating the Ethics of AI in Education: Study Reveals Key Considerations for Teachers & Leaders,”
EdTech Innovation Hub, February 14, 2024, https://www.edtechinnovationhub.com/news/navigating-the-ethics-of-ai.
 KEY TERMS

Terms Definition

Artificial Refers to the simulation of human intelligence processes by machines,

Intelligence particularly computer systems, to perform tasks that typically require human
intelligence, such as learning, reasoning, problem-solving, and
decision-making.

Ethical The moral considerations and potential consequences arising from the
Implications integration of AI technologies into educational systems, including issues
related to fairness, bias, privacy, security, and the distribution of resources.

Paradigm Shift A fundamental change in the approach, perspective, or underlying

assumptions of a particular field or discipline, such as education, brought
about by the incorporation of AI technologies, leading to new methods and
practices.

Personalized Educational approach that tailors instruction, pace, and content to individual
Learning students' needs, preferences, and learning styles, often facilitated by
AI-powered tools and platforms that analyze data to provide customized
learning experiences.

Adaptive Curriculum design and delivery that adjusts in real-time based on students'
Curriculum progress, performance, and learning needs, enabled by AI algorithms that
dynamically modify instructional content and activities to optimize learning
outcomes.

Data-driven Valuable information and actionable knowledge derived from the analysis of
Insights large datasets, including student performance data, to inform instructional
decisions, curriculum design, and educational interventions, facilitated by
AI-powered analytics tools.
Algorithmic Bias Systematic and unfair discrimination or inaccuracies resulting from the biases
inherent in AI algorithms, often stemming from biased training data, which
can lead to unequal treatment or disadvantage for certain student
demographics.

Data Privacy The protection and control of individuals' personal data, including
information collected by AI systems in educational settings, to prevent
unauthorized access, breaches, or misuse, ensuring compliance with privacy
regulations and safeguarding students' rights.

Digital Divide The gap between individuals or communities who have access to digital
technologies and those who do not, leading to disparities in educational
opportunities, resources, and outcomes, exacerbated by unequal access to
AI-driven educational tools and resources.

Ethical Principles, standards, and rules established to guide ethical decision-making

Guidelines and behavior in the development, deployment, and use of AI technologies in
education, aiming to promote fairness, transparency, accountability, and
student well-being.

Multidisciplinary Collaborative efforts involving diverse stakeholders from various fields,

Approach including educators, policymakers, technologists, and ethicists, to address the
ethical complexities and challenges associated with integrating AI into
educational systems.
 RELEVANT TIMELINE
Year Event

1950s-1960s During this period, pioneers such as Alan Turing and Seymour Papert
began exploring the potential of computers in education. Early
experiments focused on using computing technology to facilitate
learning processes and develop educational tools. Although
rudimentary by today's standards, these efforts laid the groundwork for
future advancements in Artificial Intelligence in Education.15

1970s-1980s The emergence of intelligent tutoring systems (ITS) marked a

significant milestone in Artificial Intelligence in Education. Systems like
MYCIN and SCHOLAR demonstrated the ability of computers to
provide personalized instruction and feedback to students, based on
their individual learning needs and performance. This era saw the
integration of cognitive psychology principles into educational
technology, paving the way for more sophisticated tutoring
environments.16

1990s The 1990s witnessed a rapid expansion of Artificial Intelligence in

Education, fueled by advancements in machine learning, natural
language processing, and cognitive psychology. Intelligent educational
systems like AutoTutor and ALLEGRO leveraged these technologies to
create more adaptive and interactive learning environments. Researchers
explored new approaches to personalized instruction and assessment,
enhancing the effectiveness of Artificial Intelligence in Education
applications across various educational domains.17

15
Oliver G. Selfridge Neisser Ulric, “Pattern Recognition by Machine,” Scientific American, August 1, 1960,
https://www.scientificamerican.com/article/pattern-recognition-by-machine/.
16
John R. Anderson, The Architecture of Cognition (Psychology Press, 2013), https://doi.org/10.4324/9781315799438.
17
Antonija Mitrovic, “Fifteen Years of Constraint-Based Tutors: What We Have Achieved and Where We Are Going,” User
Modeling and User-Adapted Interaction 22, no. 1-2 (October 8, 2011): 39–72,
https://doi.org/10.1007/s11257-011-9105-9.
 2000s The early 2000s saw a proliferation of intelligent educational tools,
including educational games, virtual laboratories, and adaptive learning
platforms. These innovations broadened the scope of Artificial
Intelligence in Education, catering to diverse learning styles and subject
areas. Educational institutions and online learning platforms embraced
Artificial Intelligence in Education technologies to enhance teaching
effectiveness, engage students, and facilitate self-directed learning
experiences.18

2010s The availability of robust data analytics and big data techniques
revolutionized Artificial Intelligence in Education in the 2010s.
Researchers began leveraging large datasets of student interactions and
performance to develop more personalized and adaptive learning
experiences. This era witnessed the rise of learning analytics platforms,
which provided educators with insights into student learning behaviors
and needs, enabling targeted interventions and support mechanisms.19

Present In the present day, Artificial Intelligence in Education continues to

revolutionize education rapidly, driven by ongoing research in deep
learning, natural language understanding, affective computing, and
multimodal interfaces. Artificial Intelligence in Education technologies
are increasingly deployed in both traditional and online learning
environments, transforming the landscape of education worldwide.20

18
Beverly Park Woolf, Building Intelligent Interactive Tutors : Student-Centered Strategies for Revolutionizing E-Learning
(Morgan Kaufmann, 2010).
19
George Siemens and Ryan S. J. d. Baker, “Learning Analytics and Educational Data Mining,” Proceedings of the 2nd
International Conference on Learning Analytics and Knowledge - LAK ’12, 2012,
https://doi.org/10.1145/2330601.2330661.
20
Ashley George, “The Importance of Artificial Intelligence in Education for All Students,” Language Magazine, May 31,
2023,
https://www.languagemagazine.com/2023/05/31/the-importance-of-artificial-intelligence-in-education-for-all-students/.
 STATUS QUO
Generated AI technology has been adapted well in the scope of education practice and
become the resources by students, teachers, and administrators. Considering such a rapid
application and integration of artificial intelligence (AI) in the current time that mostly has
addicted our lives, works, schools, and even the job of educators which imply us to rethink the
objective of AI itself, especially in the field of education in light of these massive consequences. AI
emerges numerous potential for teachers in teaching activity and professional experiences. Same as
well for students where AI generates an easy way for learning. However, this has also given rise to
discussions and debates about the future of the world of work and education which have long
emphasized the importance of cultivating values and talents that are unique and cannot possibly be
replaced by technology, such as AI. The application of AI certainly has a positive impact, but
behind that there is an impact that could possibly undermine the current education system.21

Currently, Artificial Intelligence is used in three areas in the education sector. The first
focuses on creating teaching tools for students and learners. Second, professional development to
help teachers and educators. Third, create tools to support school administrators. First, for students
and learners, there has been a massive development that could make the student easy to learn and
cultivate with something complicated. The development of AI could be seen through a complex
interface integrating towards the system. The tools inside the system integrate features to help
students in their activity. One of the examples of the integration of AI in the education sector is
Betty Brain which is a way for students to increase their understanding towards ecological issues.
Another example is called Enskill as a tool for language learning applications that have such a
22
modern interface for a learner facing system. Second, the educational tools that could help

21
Wendy Kopp and Bo S. Thomsen,“How AI can transform education for students and teachers.” The World Economic
Forum, Accessed April 5, 2024,
https://www.weforum.org/agenda/2023/05/ai-accelerate-students-holistic-development-teaching-fulfilling/.
22
Olaf Zawacki-Richter and Insung Jung, “Artificial Intelligence in Education and Ethics,” In Handbook of Open, Distance
and Digital Education, (Singapore: Springer, 2023): 93-108
teachers and educators have significantly helped whether on organizing the use of classroom or
apply in the school system. Helping teachers in analyzing students' work and distributing their
time easily and effectively are examples of the evolution in the learner model which could help not
only at individual level, for themselves, but also the group of classes that they teach. For example,
there is a Lumilo system that could help oversee the class activity through augmented reality.23 Not
to mention, the emergence of ChatGPT, Google Gemini, and other GenAI has become another
example of modern AI application, but not only for common things, but also education related that
helps students and teachers.24 Third, when it starts to focus on administrator-facing solutions, it
will help the scope of how administrators could delve into investigating, such as the relation of
student engagement, engaging with different patterns of approach, and identifying the difficulty
when students as an individual or group are working on something.25

Integrating AI in an educational approach must uphold the ethicality, equity, and best for
the students, educators, and administrators. However, some cases may occur as the form of
integration issues. For example, AI is the potential biased that AI could generate where related to a
fault categorization of design-level of student into several groups, such as gender, perceived
previous achievement, motivation, or independent learning abilities, may cause students to be
exposed to tasks that are inappropriate or much more difficult than they can cope with, leading to
bias.26 Such biased information that has been input to the AI system as well gives a risk for having a
biased response towards students. Another example, AI-powered systems are inherently
data-hungry, requiring large amounts of information to function properly. In their efforts to
improve AI skills, schools and educators may inadvertently provide these models with seemingly
unimportant data, creating privacy hazards and unforeseen impacts. Feeding seemingly innocuous
data to AI models can reveal sensitive information or personally identifiable information (PII)

23
Zawacki-Richter and Jung, Artificial Intelligence in Education and Ethics, 93-108
24
Kopp and Thomsen, How AI can transform education
25
Zawacki-Richter and Jung, Artificial Intelligence in Education and Ethics, 93-108
26
Zawacki-Richter and Jung, Artificial Intelligence in Education and Ethics, 93-108
about students when paired with other data sets. This may violate students' privacy and put them
at risk of identity theft or prejudice.27 Within the student scope, it is also at risk to generate
misinformation that is outdated or errors where teacher and student could start to believe the
AI-generated answer is correct. Moreover, cheating could be one case that most students have where
AI could help them in their entire work where they could fall into plagiarism and undermine the
growth capability of students.28 From an ethical perspective, the biggest challenge is how we can
ensure that students have greater control over the data created when they use educational devices
while protecting their information from exploitation by others.29 On the other hand, the case for
teachers delves around in dehumanizing the learning process of students with teachers. With such a
pace that has been provided by AI algorithms through information and decision, students could
miss out on such a nuanced approach from a human teacher.30 For administrators, such a false data
collection could be impacted towards the assessment for students who are doing great and having
difficulties, especially those who are labeled as problematic students and also impacted towards the
judgment that could be given by the administrators.31

As the significant impact of AI has rooted on the educational system of each country,
member states have started to integrate it with its national framework. There has been reported
that 44 nations have designed their own national AI strategy plans, indicating a determination to
move ahead in the global AI race. China and India, which are one of the growing economies, have

27
The Ark HQ,“AI Privacy Concerns in Schools: A Guide for School Leaders.” The Ark HQ, Accessed April 5, 2024.
https://thearkhq.com/ai-privacy-concerns-in-schools/.
28
Walden University,“5 Pros and Cons of AI in the Education Sector.” Walden University. Accessed April 5, 2024.
https://www.waldenu.edu/programs/education/resource/five-pros-and-cons-of-ai-in-the-education-sector.
29
Zawacki-Richter and Jung, Artificial Intelligence in Education and Ethics, 93-108
30
Mohamed Chtatou, “Aspects Of The Use Of Artificial Intelligence In Education – Analysis,” Eurasia Review, accessed
April 5, 2024, https://www.eurasiareview.com/06022024-aspects-of-the-use-of-artificial-intelligence-in-education-analysis/.
31
Zawacki-Richter and Jung, Artificial Intelligence in Education and Ethics, 93-108
become the pioneers of AI strategies in the developing world.32 At the international level, member
states have become aware of the emergence of the use of AI that could intertwine closely with the
ethicality towards its practices. UNESCO as an international leading organization in education has
put into framework Recommendations about the Ethicality of the Usage of AI and put into effort
the endeavor that member status could cooperate towards AI usage in the education sector.33 One
example itself from the rapid AI integration is in the United States of America (USA) where schools
have started a restrictive policy in limiting the usage of AI in the classroom and school because of
fault and cheating by students.34 However, different countries adapt well their own policy regarding
the necessity of the cases. In this matter, member states have to reflect from the domestic issues to
international level in how the country could cooperate in regulating the usage of AI, especially in
putting into effort ethicality and equity for student, teacher, and administrator in the education
realm.

32
Joyjit Chatterjee and Nina Dethlefs, “Developing countries are being left behind in the AI race – and that's a problem for
all of us.” The Conversation, Accessed April 5, 2024,
https://theconversation.com/developing-countries-are-being-left-behind-in-the-ai-race-and-thats-a-problem-for-all-of-us-18
0218.
33
IRCAI, “The UNESCO Recommendation on The Ethics of AI: Shaping the Future of Our Societies.” IRCAI, Accessed
April 5, 2024. https://ircai.org/project/the-unesco-recommendation-on-the-ethics-of-ai/.
34
Robin Lake, “Shockwaves & Innovations: How Nations Worldwide Are Dealing with AI in Education.” The 74,
Accessed April 5, 2024,
https://www.the74million.org/article/shockwaves-innovations-how-nations-worldwide-are-dealing-with-ai-in-education/.
 STUDY CASES
Educational approach and integration with AI technology have a significant impact on
changes in applications for students, teachers, and administrators. Even though it has a significant
positive impact on life in the educational sector, cases related to how AI is able to provide the best
place for its users in the educational sector have become questionable after several problems arose,
such as bias and discrimination, transparency, and privacy and data protection.

Bias and discrimination become one important issue within the scope of the educational
sector when related to AI technology. Artificial intelligence (AI) systems may reflect or amplify
human biases and prejudices, resulting in unequal or discriminatory outcomes for certain
categories, especially for students or teachers. The low level of data collection and utilization
become one of the reasons why there is a bias in AI. One example that got impacted the most is
African countries that contribute a small portion of the data used to engage artificial intelligence
models, potentially introducing bias against local users. As it shows a history of unequal access to
digital technology, it might affect the local data collection and they cannot accurately display the
actual user experience.35 However, the low engagement of data collection and digital technology
could hinder the integration, but also could not run based on equity and ethicality towards its user.

Moreover, discrimination in biased AI-generated could be in the form of gender-biased. AI

systems could provide inaccurate findings and search engine technology is not neutral because it
collects numerous data and prioritizes the most viewed results based on user preferences and
geography. This could become the starting point of bias towards the prejudices and stereotypes
online. Gender-biased could emerge in such a scenario, for example, if there is an image search for
“school girl”, it will probably display a page of women and girls that might be wearing sexualized
costumes. However, if you search “school boy”, it might result in a typical teenage school lad. There
are no or just a few guys dressed in sexualized costumes. These are examples of gender bias in

35
Daryna Antoniuk,“Lack of data makes AI more biased in African countries, says former tech official.” The Record by
Recorded Future, Accessed April 5, 2024, https://therecord.media/lack-of-data-makes-ai-more-biased-in-africa.
artificial intelligence, which stems from stereotyped representations strongly embedded in our
civilizations.36

Another thing that is a problem is data protection and privacy. In this case, the European
Union is one of the pioneers in noting the potential problems with data privacy for children, of
course regarding integration in AI technology. The Council of Europe identified a few of the most
significant obstacles posed by installing tools based on AI in schools and called for specific acts. The
Council of Europe's Consultative Committee of the Convention for the Protection of Individuals
with Regard to the Automatic Collection of Personal Data (Convention 108) developed
Recommendations for Children's Data Protection in an Educational Environment. Through these
recommendations, there may be a push toward detecting and resolving hazards posed by emerging
technologies, particularly AI, being applied in educational settings.37

36
UNESCO. 2023. “Artificial Intelligence: examples of ethical dilemmas.” UNESCO, Accessed April 5, 2024,
https://www.unesco.org/en/artificial-intelligence/recommendation-ethics/cases.
37
Council of Europe,“Data Protection and the Right to Privacy in Education and in the face of AI - Education.” The
Council of Europe, Accessed 5 April 2024,
https://www.coe.int/en/web/education/-/data-protection-and-the-right-to-privacy-in-education-and-in-the-face-of-ai.
 PAST ACTIONS
Recommendation on The Ethics of Artificial Intelligence

The significance of artificial intelligence has brought UNESCO into a complex

consideration regarding its ethicality. The council, then, tries to provide a universal framework of
values and principle in AI usage: The Recommendation on The Ethics of Artificial Intelligence.
Adopted in 2021, the framework aims to become a basis of AI policy and system making that bring
goodness towards humanity, education, and any other sectors38. Holding onto the principle of
freedom, diversity, sustainability, and privacy, the Recommendation will cover such area of issues:

1. Ethical Impact Assessment;

2. Ethical Governance and Stewardship;
3. Data policy;
4. Development and international cooperation;
5. Environment and ecosystems;
6. Gender;
7. Culture;
8. Education and research;
9. Communication and information;
10. Economy and labour; and
11. Health and social well-being.39

One that can be highlighted the most is the Education and Research area which focuses on
the implementation of artificial intelligence in the educational sector. It involves the role of policy

38
UNESCO. 2022. “Recommendation on The Ethics of Artificial Intelligence.” UNESCO.
https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000381137&file=/in/rest/annotati
onSVC/DownloadWatermarkedAttachment/attach_import_e86c4b5d-5af9-4e15-be60-82f1a09956fd%3F_%3D381137e
ng.pdf&locale=en&multi=true&ark=/ark:/48223/pf
39
Ibid.
makers, researchers, teachers and the private sector in education to support the application of
“ethical consideration” of AI. The recommendation also ensure that the technology of AI will not
reduce the cognitive abilities that are applied in education and protect the importance of data
privacy40. Stating the importance of ethics in artificial intelligence, the recommendation also
requires related partners to take part in research ethics training that demands AI usage. Despite the
inclusivity of the framework, the term “ethical” needs to meet its clarity of definition to help
establish the border between ethical and unethical.

Global Forum on The Ethics of Artificial Intelligence

The discovery of Artificial Intelligence raises a new discourse in ethics. As a new

technological instrument that can bring a greater impact in various sectors, UNESCO tries to
provide a forum where the Member States may have a session in discussing AI. The first forum was
hosted by Czech Republic on 13th December 2022, discussing about inclusion in the AI world41.
The forum further analyzes the compatibility of the UNESCO Recommendation with European
Union’s regulation in AI as a commitment of the implementation42. The latest forum was held in
Slovenia on 5th and 6th February 2024, focusing on exchanging knowledge and bridging a dialogue
between the Council with the private sector, academia, and other social community43. As a
supporting document, UNESCO also establish The Guidance of Generative Artificial Intelligence
in Education and Research to bolster the Member States’ efforts in implementing actions and
policies to ensure a human-centered vision upon AI44.

40
Ibid.
41
Czech Ministry of Foreign Affairs. 2022. “GLOBAL FORUM ON THE ETHICS OF ARTIFICIAL
INTELLIGENCE: “Ensuring inclusion in the AI world.”” Global Forum on Ethics of AI. https://globalforumai.cz/.
42
Ibid.
43
UNESCO. 2024. “Global Forum on the Ethics of AI 2024 - Artificial Intelligence.” UNESCO.
https://www.unesco.org/en/forum-ethics-ai.
44
UNESCO. 2023. “Guidance for generative AI in education and research.” UNESCO Digital Library.
https://unesdoc.unesco.org/ark:/48223/pf0000386693.
 The 2nd forum’s programs which mainly focused on consultation among related
stakeholders may open the possibility of negotiating Artificial Intelligence ethics conduct. The
Agenda, that contain a Ministerial Session, focuses on exchanging insights from UNESCO
Readiness Assessment (RAM) exercises based on the Member States’ experiences, needs to be
highlighted45. The different perspectives of each country can bring the discussion into 2 directions.
It may be leading to the codification of the global standard of ethical conduct in artificial
intelligence, but also can establish a diversity conflict in viewing AI. Bridging the gap, UNESCO
wants to consider the Member States through Global AI Ethics and Governance Observatory46.
Thus, it may help the Council to prepare ideal circumstances to implement AI ethically for the sake
of goodness and humanity47.

45
UNESCO. 2023. “Global Forum on the Ethics of Artificial Intelligence: Changing the Landscape of AI Governance:
programme.” UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000387868.

UNESCO. 2024. “Global AI Ethics and Governance Observatory | Global AI Ethics and Governance Observatory.”
46

UNESCO. https://www.unesco.org/ethics-ai/en.
47
Ibid.
 AREA OF CONTENTIONS
Ethical Considerations: The Dilemma of Diverse Perspectives in Ethics of AI

AI technologies currently have taken a quite significant position in almost all sectors in our
lives, showing its enormous power as an intelligence tool. Based on UNESCO statistics,
ChatGPT–one of the most well-known generative AI (GenAI), is reaching 100 million active users
in January 202348. Meanwhile, there is only 1 country who has established an AI regulation on July
202349. Keeping in mind that AI technologies can be used beyond national borders, it is crucial for
the Council to establish a global standardized ethical conduct of AI. The Council, thus, attempt to
accommodate this issue through the Global Forum and Observatory on AI50. Despite the
inclusivity principle that is manifested through those 2 initiatives, the discourse of ethics of AI still
exists, especially in the educational sector.

Ethics, as it seems, has a notable role in deciding what is right and what is wrong regarding a
specific issue, and is a part of integrated system which lead into ethical behavior in policy making51.
As a technology that has drawn a lot of public attention, the making process of AI policy needs to
be intended to maximize the benefits while minimizing the potential risks and costs52. Thus, AI
policy needs to include ethical consideration to ensure that the usage of AI is aligning with the
initial purpose of it. UNESCO tries to accommodate this issue by establishing several attempts to
define ethics in AI. Through forums and discussions, the Council now have the Recommendation
on The Ethics of Artificial Intelligence which highlight the importance of ethical consideration in
48
UNESCO. 2023. “Guidance for generative AI in education and research.” UNESCO Digital Library.
https://unesdoc.unesco.org/ark:/48223/pf0000386693.
49
Ibid.
50
UNESCO. 2023. “Global Forum on the Ethics of Artificial Intelligence: Changing the Landscape of AI Governance:
programme.” UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000387868.
51
Fejzullahu, Artan, and Mirlinda Batalli. 2019. “The Role of Ethics in Public Administration.” SEER: Journal for Labour
and Social Affairs in Eastern Europe 22 (2): 267-278. https://www.jstor.org/stable/27096120.
52
Engelke, Peter. 2020. “AI, Society, and Governance: An Introduction,” Research Report. Atlantic Council.
https://www.jstor.org/stable/resrep29327.
AI usage53. Despite its significance, it has to be taken into consideration that the definition of the
so-called “ethical consideration” may differ among the Member States. Thus, it can affect the
interpretation of the ethical consideration while implementing the recommendations. As written
in the US Agency of International Development’s AI Ethics Guide, there is no common definition
of AI ethics consideration and it is growing rapidly following AI development54. Since there are no
common definitions, the border between violation of ethical conduct and the usual usage of AI in
education is currently under a blurry line.

Machine Who Learns vs Learn with The Machine

The process of learning in the common educational circumstance is now under the impact
of Artificial Intelligence. One that can be highlighted the most is the algorithm bias that is brought
by AI. Bias can occur alongside the process of AI, whether it is in the data collection, data labeling,
model training, and deployment phase55. Since artificial intelligence is highly dependent on the
existence of data–or source of data, the result of it can be biased based on the data that appear on
the system. Besides, as a part of machine learning, artificial intelligence’s algorithm usually follows
its user’s preference and can add a biased value to it. Thus, machine learning algorithm plays a big
part in decision-making process which provide a certain data that “scientifically” validated and
filtered based on one’s preferences56. The shifting condition in it comes to the replacement of
human’s capability in decision-making and creates dependency towards AI.

53
UNESCO. 2022. “Recommendation on The Ethics of Artificial Intelligence.” UNESCO.
https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000381137&file=/in/rest/annotati
onSVC/DownloadWatermarkedAttachment/attach_import_e86c4b5d-5af9-4e15-be60-82f1a09956fd%3F_%3D381137e
ng.pdf&locale=en&multi=true&ark=/ark:/48223/pf
54
US Agency of International Development. 2023. “USAID Digital Ecosystem Country Assessment (DECA) Mali.”
USAID. https://www.usaid.gov/sites/default/files/2023-07/Artificial%20Intelligence%20Ethics%20Guide.pdf.
55
Chapman University. n.d. “Bias in AI.” Chapman University. Accessed May 3, 2024.
https://www.chapman.edu/ai/bias-in-ai.aspx.
56
Silva, Selena, and Martin Kenney. 2018. “Algorithms, Platforms, and Ethnic Bias: An Integrative Essay.” Phylon (1960-)
55 (1 & 2): 9-37. https://www.jstor.org/stable/26545017.
 In the educational sector, it can be seen by how OpenAI is being used as a tool to seek for
answers that require critical thinking and analysis. Since the answers that come from OpenAI are
driven by the existing data, the biased result may come from it. The contention between machine
who learns and learning with the machine comes from the concern of critical thinking
displacement towards AI. As a technology, it is supposed to be a tool that helps the learning
processes, both for the students and the academia. However, there is no distinction and firm line
between using AI as a tool in learning or letting AI consummate one’s learning capability.
 BLOC POSITIONS
Technologically Advance with AI Policies Countries

This bloc consists of countries that not only have advanced technological capabilities but
also have established regulatory frameworks or policies specifically governing the ethical usage of AI
in education. These countries would likely advocate for the responsible and ethical integration of
AI in education, creating standards which protects privacy, and prevent algorithm biases from
education activities. For example, European Union has established the General data Protection
Regulation (GDPR) and AI Ethics Guidelines for Trustworthy Artificial Intelligence57. Countries
in this bloc can lead the governing policy making process and do a certain review based on the
applied policies regarding ethics of AI in education.

Technologically Advance with No AI Policies Countries

This bloc focuses on the countries with high technological advancement and have the
potential in the application of AI in education, however they do not have or lack in the regulation
to conduct throughout the education system. The advantage in the education sector will be
increased through the integration with the AI, but not even scrutiny of ethical problems. The
condition of low policy commonly related to the surveillance, protection, and data privacy that
related to the AI implementation in the education system. This could become a question whether
the AI could be beneficial for education while it could be maneuvered with any policy direction.
With the lack of regulation that controls the AI in the education sector, such an infringement and
unethical action could be done by certain stakeholders that could bring disadvantage to the
education system within the country.

57
ENGELKE, PETER. AI, Society, and Governance: An Introduction. Atlantic Council, 2020. JSTOR,
http://www.jstor.org/stable/resrep29327. Accessed 3 May 2024.
 Less-Technologically Advance with No AI Policies Countries

Member states in this bloc are still technologically progressing, however still insufficient
with the AI policy, especially related with the integration of the system. The foremost issue they
might cope with is the accessibility of technological advancement in AI integration and the growth
of uneven quality of education in the community. The worries become the core problem that might
push these kinds of countries to seek and open for international collaboration and help to fill their
technological gap and adopt the policy that could rule the integration of AI, particularly in the
education sector. These countries most likely want to ensure that the adoption of AI policy would
not worsen current inequalities within the country.
 QARMAs (Question a Resolution Must Answer)
1. How can UNESCO support the development of ethical guidelines and standards for the use
of AI in education, taking into account diverse cultural and societal contexts?
a. Following the various perspectives on ethics, how should UNESCO define the term
“ethical” of artificial intelligence usage in the educational sector?
2. What measures can be taken to address concerns regarding data privacy and security in
AI-driven educational platforms, particularly regarding the collection and use of personal
information?
a. Is there any way to overcome the probability of biased perspective due to the systemic
algorithm of AI?
3. How can NGO, private sector, local government, youth, and local community working
together in order to adapt and cope with the challenges of the integration of AI in
education systems of member states?
4. How technologically advanced countries could help the integration of AI for countries that
are still lacking with AI legislation?
5. How the integration of AI policy could not exacerbate the current condition of the
education system in each country or worsen the inequalities that have already existed?
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