Artificial Intelligence Ethics in Education: A Proposed Pedagogical Framework for Developing Teachers’ Ethical Awareness in Saudi Arabia in Light of International and National Policy Documents

Abstract

This study aims to develop a proposed educational framework for fostering moral awareness among teachers in the Kingdom of Saudi Arabia when using artificial intelligence technologies in education, based on an analysis of official national and international documents. The study employed the descriptive-analytical method, drawing on an extensive review of the literature on AI ethics in education and analyzing three key documents: the Ministry of Education and SDAIA Guide (2024), UNESCO’s Recommendation on the Ethics of Artificial Intelligence (2021), and the OECD AI Principles (2019). The analysis identified core ethical principles such as transparency, accountability, and respect for privacy, emphasizing the need to adapt these principles to the Saudi cultural and educational context. The findings revealed that all documents agree on maintaining the teacher at the center of educational decision-making and rejecting full delegation to intelligent systems without human oversight. The study also highlighted the urgent need to train teachers, integrate AI ethics into curricula, and establish national frameworks to ensure safe and responsible use. This proposed educational framework represents a significant contribution to guiding educational policy and reinforcing intellectual security amid rapid digital transformations.