Pre-Service Teachers’ Ethical Concerns about Artificial Intelligence in Education: A Photovoice Study
DOI:
https://doi.org/10.17977/um039v11i22026p432-455Keywords:
Artificial Intelligence, AI Ethics, AI Literacy, Photovoice, Pre-Service TeachersAbstract
The increasing use of artificial intelligence (AI) in education has created opportunities for teaching and learning while raising ethical concerns for future educators. This study explored pre-service teachers’ ethical concerns regarding AI use in education and their recommendations for its responsible integration. A qualitative Photovoice approach was employed with ten purposively selected fourth-year Bachelor of Elementary Education students at Mindanao State University–General Santos City during the 2025–2026 academic year. Data were collected through participant-generated photographs, captions, narratives, and focus group discussions. The SHOWED framework guided participants’ reflections, while thematic analysis was used to identify recurring patterns. The findings revealed five ethical concerns: overreliance on AI, thought process displacement, sameness of data, digital risks and misinformation, and reduced originality in content. Participants also proposed four recommendations: AI output validation, safe and responsible use of AI, human-centred AI, and human agency and purposeful use of AI. These findings highlight the importance of developing AI literacy, critical evaluation skills, privacy awareness, and ethical responsibility among pre-service teachers. The study suggests that AI should function as a supportive educational tool while preserving human judgment, independent thinking, and pedagogical responsibility.
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