Policy of ethics and academic integrity compliance in artificial intelligence-based teaching at universities in Kazakhstan
DOI:
https://doi.org/10.47526/3107-3123.36Keywords:
artificial intelligence, ethics, academic integrity, pedagogical approaches, ethical literacy.Abstract
This article investigates the integration of artificial intelligence (AI) ethics education into foreign language instruction in Kazakhstan, drawing on perspectives from both teachers and students. The study aims to assess the current state of AI ethics education in language classrooms and to identify key challenges associated with its implementation. A mixed-methods approach was employed, utilizing quantitative surveys and qualitative interviews with 40 educators. The findings indicate that, although most teachers possess a foundational understanding of AI ethics, significant gaps remain in practical application. Major obstacles include insufficient resources, limited institutional support, and curricular constraints.
The study highlights the need for teachers to develop AI literacy (along with ethical competence) to support the responsible and pedagogically effective use of AI tools in language education. The study findings highlight the need for targeted professional development and strong institutional policies to link teachers’ theoretical understanding with classroom practice. By embedding AI ethics in foreign language teaching, the study demonstrates the potential of language education to foster critical literacy and digital citizenship.
This study highlights the need for inclusion of ethicalisation in foreign language learning curricula and why it is key through various understanding of ethical challenges posed by emerging AI technologies on our future workforces. Its approaches lead to enabling insight into how to draft an ethical AI implementation implement ethical AI in foreign language teaching and it paves the way into discussion on the ethics of AI in education in global perspective.
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