New Perspectives in Science Education
An Exploratory Study on Ethical and Regulatory Perceptions of Gen-AI in Higher Education
Rodrigo Camoes, Polytechnic University of Coimbra, Coimbra Business School (Portugal)
Verónica Vasconcelos, Polytechnic University of Coimbra (Portugal)
Isabel Pedrosa, Polytechnic University of Coimbra, Coimbra Business School, CEOS.PP - Coimbra, ISTAR – IUL (Portugal)
Lúcia Simões Costa, Polytechnic University of Coimbra, Coimbra Health School (Portugal)
Diana Koroleva, National Research University Higher School of Economics, Institute of Education (Russian Federation)
Abstract
Over the last three years, artificial intelligence (AI) has become a central topic of debate across all areas of higher education. Its growing accessibility to teachers and students poses major challenges for teaching, learning, and research, as well as for administrative activities. Through an exploratory study conducted with teachers at the Polytechnic Institute of Coimbra (IPC), we sought to understand how AI is being adopted at the institution. This paper focuses on teachers' ethical perceptions, namely concerns related to discriminatory bias, data use, and the need for a regulatory framework. The analysis draws on established theoretical frameworks, such as UTAUT and the Technology Readiness Index (TRI), and on constructs related to AI-related anxiety, allowing the findings to be meaningfully aligned with results from other studies and research contexts. The empirical findings are complemented by institutional contextual information, resulting in a concise and clearly articulated exploratory study. Analysis of participants' responses suggests a greater appreciation of macro-level ethical principles among teachers who express stronger concerns about AI's discriminatory bias. Regarding algorithmic transparency, the data suggest differences in perceptions between frequent and occasional Gen-AI users. Recent research supports these exploratory findings, underscoring the need for transparent and socially responsible regulatory frameworks in this field.
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Keywords |
Generative Artificial Intelligence; Higher Education; Ethics and Regulation; Science and Society; Exploratory Study |
REFERENCES
[1] European Union (2024). Artificial Intelligence Act (Regulation (EU) 2024/1689). Official Journal of the European Union.
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