The Ethics of AI in Education: China’s Approach
and Implications for Poorer Countries
Written by Marina Linde de Jager – Legal Advisor & AI Ethics Specialist at AI for Change Foundation
Introduction
The integration of Artificial Intelligence into education presents both exciting opportunities and significant ethical challenges. While AI promises personalised
learning experiences, automated grading, and administrative efficiencies, its deployment, particularly in contexts like China’s ambitious initiatives, raises crucial
questions about equity, privacy, and the very nature of education. Furthermore, the implications of these developments for poorer countries warrant careful consideration.
China’s Ambitious Integration of AI in Education
China has emerged as a global leader in the application of AI in education, with the technology being integrated into various aspects of the schooling system. AI-powered
platforms are used for tasks ranging from personalised tutoring and adaptive learning to student surveillance and behaviour monitoring. The stated goals often include
improving academic performance, enhancing efficiency, and preparing students for a future shaped by AI.
Concerns Regarding Data Privacy and Surveillance
One prominent ethical concern surrounding China’s approach is the extensive collection and analysis of student data. AI-powered systems often gather vast amounts of information on student behaviour, learning patterns, attendance, and even biometric data. This raises serious questions about privacy and data security. The potential for misuse, unauthorised access, or government surveillance of this sensitive information is a significant concern for human rights advocates and parents alike. The lack of robust data protection laws and independent oversight mechanisms in some contexts
can exacerbate these risks.
The Risk of Algorithmic Bias in Educational Tools
Another critical ethical issue is the potential for algorithmic bias to be embedded in these educational AI systems. If the data used to train these algorithms reflects existing societal inequalities or pedagogical biases, the AI could perpetuate and even amplify these disparities. For instance, a system designed to identify “at-risk” students based on biased data might disproportionately flag students from marginalised communities, leading to self-fulfilling prophecies and limited opportunities. Ensuring fairness and equity in the design and deployment of these systems requires careful attention to data diversity and rigorous bias detection and mitigation strategies.
Impact on Human Skills and the Learning Experience
The increasing reliance on AI in education also raises concerns about the impact on the development of crucial human skills and the nature of the learning experience.
Over-emphasis on automated assessment and personalised learning pathways might inadvertently neglect the importance of critical thinking, creativity, collaboration, and social-emotional development – skills that are often fostered through human interaction and diverse learning environments. Striking a balance between leveraging AI for efficiency and preserving the holistic development of students is a key ethical challenge.
Implications for Poorer Countries: Opportunities and Risks
Furthermore, the widespread adoption of AI in education in a country like China has significant implications for poorer countries.
• Potential Opportunities: On one hand, AI could potentially offer cost-effective solutions to address educational challenges in resource-constrained settings,
such as providing access to personalised learning resources in areas with limited qualified teachers. AI-powered platforms could also help bridge geographical divides and offer opportunities for remote learning.
• Significant Risks: However, there are also significant risks. Poorer countries might lack the necessary infrastructure, technological expertise, and financial
resources to effectively implement and maintain sophisticated AI-powered educational systems. This could lead to a digital divide, where wealthier nations benefit from AI advancements while poorer countries are left behind, further exacerbating existing inequalities in educational opportunities.
The Importance of Context and Cultural Relevance
Moreover, the uncritical adoption of AI models and educational philosophies developed in one cultural and political context (like China) might not be appropriate or ethically sound for other countries with different values and priorities. It is crucial for poorer countries to carefully consider their own unique needs and contexts when exploring the potential of AI in education and to prioritise solutions that are culturally relevant, equitable, and aligned with their national development goals.
Conclusion
The ethical considerations surrounding AI in education, particularly in the context of China’s large-scale implementation and its potential impact on poorer nations, underscore the need for careful planning, robust ethical frameworks, and international dialogue. Ensuring that AI is used responsibly and equitably in education requires a focus on data privacy, bias mitigation, the preservation of human-centric learning, and equitable access for all countries, regardless of their economic status..
References
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https://doi.org/10.1007/978-3-030-81907-1_5
Li, F., & Mohammad, M. (2025). Artificial Intelligence and Education in China:
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https://doi.org/10.53797/ujssh.v4i1.26.2025
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