ESP-4211

Published

2025-11-30

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Vol. 10 No. 11 (2025): published

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Research Articles

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Copyright (c) 2025 Edward Devadason*, Jonaina Nordin, Syukor Hashim, Arnie Nartika Naharudin, Sim Heok Meng

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How to Cite

Edward Devadason, Jonaina Nordin, Syukor Hashim, Arnie Nartika Naharudin, & Sim Heok Meng. (2025). Ethical issues in AI-Powered education in higher educational institutions, Melaka. Environment and Social Psychology, 10(11), ESP-4211. https://doi.org/10.59429/esp.v10i11.4211

Ethical issues in AI-Powered education in higher educational institutions, Melaka

Edward Devadason

Faculty of Education & Humanities, UNITAR International University, Kuala Lumpur, 46301, Malaysia

Jonaina Nordin

Faculty of Education & Humanities, UNITAR International University, Kuala Lumpur, 46301, Malaysia

Syukor Hashim

Faculty of Education & Humanities, UNITAR International University, Kuala Lumpur, 46301, Malaysia

Arnie Nartika Naharudin

Faculty of Education & Humanities, UNITAR International University, Kuala Lumpur, 46301, Malaysia

Sim Heok Meng

Faculty of Education & Humanities, UNITAR International University, Kuala Lumpur, 46301, Malaysia


DOI: https://doi.org/10.59429/esp.v10i11.4211


Keywords: artificial intelligence in education; ethical issues in AI; AI decision making; student data collection; fairness in student assessment

Abstract

The integration of artificial intelligence (AI) into higher education is rapidly changing teaching, learning, and evaluation techniques. While AI provides advantages such as individualized training, adaptive evaluations, and increased administrative efficiency, it also poses serious ethical problems. This study looks at the relationship between the level of AI implementation in education (AIIE) and three key ethical dimensions in Melaka's higher education institutions, which are fairness in student assessments (FSA), student surveillance and data collection (SSDC), and teacher-student interaction (TSI). This quantitative study used structured questionnaires to collect data from lecturers and academic staff at multiple institutions in response to three research questions. Statistical study found a substantial positive association between AIIE and SSDC, implying that greater AI integration relates to increasing student surveillance and data tracking. This study also found moderate colleration between AIIE and FSA, implying that algorithmic fairness. Furthermore, the findings demonstrate a negative relationship between AI decision-making (AIDM) and TSI, showing that greater dependence on AI may reduce meaningful teacher-student involvement. These findings underscore the need for ethical frameworks to guide the responsible use of AI in Malaysian higher education. The study recommends regular algorithm audits, transparent data policies, and hybrid instructional models that preserve human-centered learning. By addressing these ethical challenges, policymakers and institutions can ensure that AI technologies support equitable and holistic educational experiences while safeguarding student rights and preserving pedagogical integrity.

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