The article is dedicated to a comprehensive study of the main ethical issues arising in the process of integrating AI systems into the educational sphere. The research demonstrates the fundamental influence of the education system on the development of individuals and future generations. The authors note the necessity of gradually incorporating AI technologies into the educational process to preserve its fundamental principles. They argue that the supportive role of artificial intelligence can have a positive impact on pedagogical practice, as technologies can not only optimize the activities of educators but also help unlock their creative potential in conducting classes. Special attention is given to the problems that the rapid integration of artificial systems into the educational process may cause: transformation of pedagogical identity, dehumanization of education, and reduction of critical thinking and creative skills. The authors believe that to minimize potential risks, it is essential to reinforce the dominant position of the educator in education and introduce new forms of conducting classes aimed at preparing competitive graduates. The study employs analytical methods to identify the main characteristics of the educational process and a deontological analysis to reveal both the positive and possible consequences of implementing artificial systems in the education system within the ethical context of this institution. The analysis of the scientific literature shows that in the future, some functions of educators may be delegated to virtual assistants. The scientific novelty lies in identifying specific features of education (traditional values, conservativeness, educational role, nature of "teacher-student" relationships, humanistic orientation) as a unique object of technological influence. This list of characteristics allows for the formation of an effective and quality approach to the integration of AI, ensuring a smooth adaptation for all participants in the educational relationships (educator, learner, AI systems). The integration of AI into education should be gradual, establishing the dominant position of the educator. Artificial systems are assigned only a secondary supportive role—performing routine tasks, personalizing learning, and automating processes. The rapid integration of AI technologies is characterized by dehumanization, transformation of pedagogical identity, and reduction of critical thinking skills. With a sensible approach, AI technologies can unlock the creative potential of educators while preserving the fundamental foundations of education.
Muhametzhanova et al. (Wed,) studied this question.