Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education
Date
Authors
Mak, Janice
Nakatumba-Nabende, Joyce
Clear, Tony
Clear, Alison
Albluwi, Ibrahim
Andrei, Oana
Angeli, Lorenzo
MacNeil, Stephen
Oyelere, Solomon Sunday
Rattigan, Matthew Hale
Supervisor
Item type
Technical report
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
arXiv
Abstract
Generative AI (GenAI) presents societal and ethical challenges related to equity, academic integrity, bias, and data provenance. In this paper, we outline the goals, methodology and deliverables of their collaborative research, considering the ethical and societal impacts of GenAI in higher computing education. A systematic literature review that addresses a wide set of issues and topics covering the rapidly emerging technology of GenAI from the perspective of its ethical and societal impacts is presented. This paper then presents an evaluation of a broad international review of a set of university adoption, guidelines, and policies related to the use of GenAI and the implications for computing education. The Ethical and Societal Impacts-Framework (ESI-Framework), derived from the literature and policy review and evaluation, outlines the ethical and societal impacts of GenAI in computing education. This work synthesizes existing research and considers the implications for computing higher education. Educators, computing professionals and policy makers facing dilemmas related to the integration of GenAI in their respective contexts may use this framework to guide decision-making in the age of GenAI.Description
Keywords
46 Information and Computing Sciences, 4608 Human-Centred Computing, 8.3 Policy, ethics, and research governance, 4 Quality Education
Source
Mak, J., Nakatumba-Nabende, J., Clear, T., Clear, A., Albluwi, I., Andrei, O., Angeli, L., MacNeil, S., Oyelere, S. S., Rattigan, M. H., Sheard, J., & Zhu, T. (2025). Navigating the ethical and societal impacts of generative AI in higher computing education (arXiv:2511.15768v1). arXiv. https://doi.org/10.48550/arXiv.2511.15768