‘From principles to processes’: Lessons for higher education from the development of AI ethics

Jeremy Knox, Tore Hoel, Li Yuan

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


This chapter reviews current trends in the development of artificial intelligence (AI) ethics, in order to suggest two implications for the field of higher education research and practice. In recent years, a vast assortment of businesses, national and regional governments, supra-national organisations, NGOs, academic groups, standardisation organisations, and public interest bodies have sought to define ethical codes for the use of AI. Various research projects have analysed this terrain, often suggesting the convergence of universal and definitive principles. However, less attention has been given to an emerging area of research and practice related to the participative co-design of AI, involving ongoing processes of multi-stakeholder discussion, participation, and exchange. This chapter draws on this emerging work to suggest ways in which higher education might better approach ‘ethics by design’, established around two key ideas: situating ethical issues within already existing social and historical contexts; and formalising the teaching of critical data literacy.
Original languageEnglish
Title of host publicationStrategy, Policy, Practice, and Governance for AI in Higher Education Institutions
EditorsFernando Almaraz Menéndez, Alexander Maz Machado, Carmen López Esteban, Cristina Almaraz López
Place of PublicationHershey, PA, USA
PublisherIGI Global
Number of pages25
ISBN (Electronic)9781799892496
ISBN (Print)9781799892472, 9781799892489
Publication statusPublished - 27 May 2022


Dive into the research topics of '‘From principles to processes’: Lessons for higher education from the development of AI ethics'. Together they form a unique fingerprint.

Cite this