Ethical use of artificial intelligence in education: proposed ethical competency framework for teachers

Abstract

Introduction The rapid integration of Artificial Intelligence (AI) in education is transforming teaching, learning, and professional development through personalized instruction, adaptive learning, and data-driven educational practices. However, in Pakistan and Saudi Arabia, many teachers still lack the ethical awareness and practical competencies required for the responsible use of AI technologies. Challenges related to data privacy, algorithmic bias, transparency, accountability, and equitable access continue to hinder effective AI adoption in teacher education and classroom practice. This study proposes a contextualized ethical competency framework to support the responsible and effective integration of AI among teachers in both countries. Methods An exploratory sequential mixed-methods design was employed, comprising a systematic literature review and a pilot implementation study involving 30 teachers from diverse educational levels and institutional contexts. The framework was developed through a qualitative synthesis of international AI ethics frameworks, responsible AI principles, and teacher competency literature. It was subsequently evaluated using quantitative measures and qualitative feedback collected from participating teachers. Results The findings provide preliminary evidence that teachers perceived the proposed framework positively in terms of effectiveness (M = 3.73), usability (M = 3.63), and ethical compliance (M = 3.83). Qualitative findings further indicated that the framework enhanced ethical awareness, responsible AI use, personalized instructional practices, and AI-supported learning design. Participants also identified several implementation challenges, including limited prior AI knowledge, insufficient technical support, and the need for continuous professional development. Discussion and conclusion This study contributes to the growing body of research on ethical AI integration in education by introducing a localized framework that combines ethical governance with practical AI integration competencies for teachers in Pakistan and Saudi Arabia. The findings underscore the importance of sustained teacher training, institutional readiness, ethical governance, and supportive policies to facilitate responsible AI adoption in education. Future research should conduct large-scale longitudinal studies to further validate the framework and evaluate its scalability, effectiveness, and long-term educational impact across diverse educational settings.