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The integration of artificial intelligence (AI) in education holds potential for improving learning processes. However, ethical aspects surrounding AI implementation have to be considered. This study explores prospective teachers’ attitudes (as a sum of beliefs) towards the ethical principles of AI use in education, namely, transparency, justice and fairness, non-maleficence and well-being, responsibility, privacy, autonomy, and power over people. The sample comprises 90 prospective teachers from vocational education and training. The results indicate that our measurement model for assessing teachers’ attitudes towards the ethical principles of AI use is reliable and valid. Latent profile analysis reveals three distinct profiles of prospective teachers with a different attitude structure. The teachers mainly differ in their belief whether AI should be allowed to exert hard power over teachers and students. We cannot find any association between profile membership and context variables, e. g., gender. The results have implications for the process of integrating AI in education and the development of instructional measures tailored to specific attitude profiles.
Guggemos et al. (Sat,) studied this question.