AI Chatbot Misuse in Education: Ethical and Pedagogical Risks
Main Article Content
Keywords
academic integrity, AI misuse, AI chatbots, SEAN AI framework, Social Construction of Technology
Abstract
This research examines the abuses and violations associated with integrating AI chatbots into classrooms, educational institutions, and students' overall learning experience, potentially leading to ethical and pedagogical risks. Guided by the Social Construction of Technology (SCOT) framework, this qualitative single-case study at a state university in the Philippines used interviews, focus group discussions with 23 participants from various disciplines, and document analysis to understand the case's context. Findings suggest that while these tools can enhance learning, their misuse fosters academic dishonesty, overreliance, and diminished critical thinking. The study recommends advanced pedagogical strategies and comprehensive AI-use policies in education. It implies the need for ASEAN-wide collaboration, context-sensitive teacher training, and culturally grounded AI literacy frameworks. This research contributes to the national, regional, and global discourse on education, emphasizing the equitable and ethical integration of AI to ensure inclusive development across the Philippines, Southeast Asia, and beyond.
References
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Basu, S. (2022). Three decades of social construction of technology: Dynamic yet fuzzy? The methodological conundrum. Social Epistemology, 37(3), 1-17. https://doi.org/10.1080/02691728.2022.2120783
Ben-Jacob, M. G., & Glazerman, A. H. (2021). The ethical implications of the overuse of technology in education. Journal of Educational Technology Systems, 50(1), 5-8. https://doi.org/10.1177/00472395211013049
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Carbonel, H., & Jullien, J. (2024). Emerging tensions around learning with LLM-based chatbots. Networked Learning Conference, 14. https://doi.org/10.54337/nlc.v14i1.8084
Creswell, J.W. and Creswell, J.D. (2018) Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
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Garcia, R. E., Macaballug, M. E. R., & Perez, E. I. (2024). Remote assessment of learning during the pandemic: junior high school teachers' experiences. International Journal of Evaluation and Research in Education (IJERE), 13(2), 731-741. https://ijere.iaescore.com/index.php/IJERE/article/view/25973/13822
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Ghag, P. (2024). Advancing educational accessibility and experiences: A sophisticated chatbot integration approach. International Journal of Scientific Research in Engineering and Management, 08(05), 1-5. https://doi.org/10.55041/ijsrem32847
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Hokanson, B., & Norden, A. (2019). Second thoughts: Understanding the impact and appropriate use and non-use of technologies. In Educational media and technology yearbook (pp. 13-18). https://doi.org/10.1007/978-3-030-27986-8_2
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Khairul, W., Ibrahim, A., Anas, N., Ahyar, & Imam Sayekti. (2024). Ethical risks of using ChatGPT in higher education institutions in Malaysia. Masyarakat Kebudayaan Dan Politik, 37(4), 432-445. https://doi.org/10.20473/mkp.V37I42024.432-445
Labadze, L., Grigolia, M. & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20, 56. https://doi.org/10.1186/s41239-023-00426-1
Labanieh, M. F., Yusoff, Z. M., Ayub, Z. A., Wahab, H. A., & Shariffuddin, M. D. K. (2024). The artificial intelligence (AI) readiness in ASEAN countries: The government policies and frameworks. ASEAN Legal Insights, 1, 68-76. https://doi.org/10.32890/aseanli2024.1.5
Leavy, S., O'Sullivan, B., & Siapera, E. (2020). Data, power and bias in artificial intelligence. Semantic Scholar. https://doi.org/10.48550/arXiv.2008.07341
Lee, Y., Koh, E., & Chee‐Kit Looi. (2023). AI in Education and Learning Analytics in Singapore: An overview of key projects and initiatives. Information and Technology in Education and Learning, 3(1), Inv-p001. https://doi.org/10.12937/itel.3.1.inv.p001
Lewis, A. A. (2025). Unpacking cultural bias in AI language learning tools: An analysis of impacts and strategies for inclusion in diverse educational settings. International Journal of Research and Innovation in Social Science, Volume IX(1 January 2025), 1878-1892. https://doi.org/10.47772/IJRISS.2025.9010151
Lloyd, K. (2018). Bias amplification in artificial intelligence systems. Semantic Scholar. https://doi.org/10.48550/arXiv.1809.07842
McFarlane, D., Mieruch, Y., & Wann Si, N. L. (2024). Closing the digital divide in education: an innovative review of demand and supply side policies in four ASEAN member states. International Journal of Evaluation and Research in Education (IJERE), 13(6), 3827-3837. https://ijere.iaescore.com/index.php/IJERE/article/view/28011/14144
Muhammad, A., Ahamd, F., & Shah, A. (2015). Resolving ethical dilemma in technology enhanced education through smart mobile devices. Semantic Scholar. https://www.semanticscholar.org/paper/Resolving-Ethical-Dilemmain-Technology-Enhanced-MuhammadAhamd/52363041589a98745733385e36e706999e36b6d9
Pappagallo, S. (2024). Chatbots in education: A dual perspective on innovation and ethics. Journal of Digital Pedagogy, 3(1), 3-10. https://doi.org/10.61071/jdp.2420
Pesonen, J. A. (2021). 'Are you OK?' students' trust in a chatbot providing support opportunities. In Lecture notes in computer science (pp. 199-215). https://doi.org/10.1007/978-3-030-77943-6_13
Schoch, K. (2020). Case Study Research. In G. J. Burkholder, et al. (Eds.), Research design and methods: An applied guide for the scholar practitioner (pp. 245-258). SAGE Publications, Inc.
Subedi, K. R. (2021b). Determining the sample in qualitative research. Scholars’ Journal, 4(2645-8381), 1-13. https://doi.org/10.3126/scholars.v4i1.42457
Tang, K. H. D. (2024). Implications of artificial intelligence for teaching and learning. Acta Pedagogia Asiana, 3(2), 65–79. https://doi.org/10.53623/apga.v3i2.404
Wang, J., & Cornely, P. (2023). Addressing academic misconduct in the age of ChatGPT: Strategies and solutions. In International Conference on Education and E-Learning. https://doi.org/10.1145/3637989.3638014
Williams, R. T. (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1331607
Wishart, J. (2017). Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. In Perspectives on rethinking and reforming education (pp. 81-93). https://doi.org/10.1007/978-981-10-6144-8_5
Yang, J., Chen, Y., Por, L. Y., & Ku, C. S. (2023). A systematic literature review of information security in chatbots. Applied Sciences, 13(11), 6355. https://doi.org/10.3390/app13116355
Yin, J., Goh, T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students' learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177. https://doi.org/10.1177/0735633120952067
Zainabi, B., Maleh, Y., & Belaissaoui, M. (2024). Security risks of chatbots in customer service: A comprehensive literature review. EDPACS, 69(7), 51-66. https://doi.org/10.1080/07366981.2024.2378934
Zaman, B. (2023). Transforming education through AI benefits, risks, and ethical considerations. TechRxiv. https://doi.org/10.36227/techrxiv.24231583.v1
Zaman, S. (2023). ChatGPT security risks and solutions. In Australian Workshop on Safety Critical Systems and Software. https://doi.org/10.1049/icp.2024.0955
Zeide, E. (2017). Unpacking student privacy. In Society for Learning Analytics Research (SoLAR) eBooks (pp. 327-335). https://doi.org/10.18608/hla17.028
Zeide, E., & Nissenbaum, H. (2018). Learner privacy in MOOCs and virtual education. Theory and Research in Education, 16(3), 280-307. https://doi.org/10.1177/1477878518815340
Ali, W., Alami, R., Alsmairat, M. A. K., & AlMasaeid, T. (2024). Consensus or controversy: Examining AI's impact on academic integrity, student learning, and inclusivity within higher education environments. In 2024 2nd International Conference on Cyber Resilience (ICCR). https://doi.org/10.1109/ICCR61006.2024.10532968
Apriliyanti, I. D., Kusumasari, B., Pramusinto, A., & Setianto, W. A. (2020). Digital divide in ASEAN member states: Analyzing the critical factors for successful e-government programs. Online Information Review, 45(2), 440-460. https://doi.org/10.1108/oir-05-2020-0158
Aquino, Y. S. J. (2023). Making decisions: Bias in artificial intelligence and data-driven diagnostic tools. Australian Journal
of General Practice, 52(7), 439-442. https://doi.org/10.31128/ajgp-12-22-6630
Baskara, R. (2023). Investigating the impact of chatbots in different learning contexts on student engagement and critical thinking. The Journal of English Teaching for Young and Adult Learners, 2(2), 51-61. https://doi.org/10.21137/jeeyal.2023.2.2.1
Basu, S. (2022). Three decades of social construction of technology: Dynamic yet fuzzy? The methodological conundrum. Social Epistemology, 37(3), 1-17. https://doi.org/10.1080/02691728.2022.2120783
Ben-Jacob, M. G., & Glazerman, A. H. (2021). The ethical implications of the overuse of technology in education. Journal of Educational Technology Systems, 50(1), 5-8. https://doi.org/10.1177/00472395211013049
Bijker, W. E., & Pinch, T. J. (1984). The social construction of facts and artefacts: or How the Sociology of Science and the Sociology of Technology might benefit each other.. Social Studies of Science, 14(3), 399-441. https://doi.org/10.1177/030631284014003004
Carbonel, H., & Jullien, J. (2024). Emerging tensions around learning with LLM-based chatbots. Networked Learning Conference, 14. https://doi.org/10.54337/nlc.v14i1.8084
Creswell, J.W. and Creswell, J.D. (2018) Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Deng, X., & Yu, Z. (2023). A Meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940. https://doi.org/10.3390/su15042940
Digital Education Council. (2024). What students want: Key results from dec global ai student survey 2024. Digital Education Council. https://www.digitaleducationcouncil.com/post/what-students-wantkey-results-from-dec-global-ai-student-survey-2024
Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, (100060). https://doi.org/10.1016/j.jrt.2023.100060
Garcia, R. E., Macaballug, M. E. R., & Perez, E. I. (2024). Remote assessment of learning during the pandemic: junior high school teachers' experiences. International Journal of Evaluation and Research in Education (IJERE), 13(2), 731-741. https://ijere.iaescore.com/index.php/IJERE/article/view/25973/13822
Gede, I., Fendi Setyawan, Putra, G. A., Vicko Taniady, & Natasya Aulia Putri. (2024). Artificial intelligence and new era of plagiarism in education: Problem and solution. Journal of Infrastructure Policy and Development, 8(14), 9609-9609. https://doi.org/10.24294/jipd9609
Ghag, P. (2024). Advancing educational accessibility and experiences: A sophisticated chatbot integration approach. International Journal of Scientific Research in Engineering and Management, 08(05), 1-5. https://doi.org/10.55041/ijsrem32847
Hall, M., Maaten, L., Gustafson, L., & Adcock, A. B. (2022). A Systematic study of bias amplification. Semantic Scholar. https://doi.org/10.48550/arXiv.2201.11706
Hara, M. (2024). Roles of artificial intelligence in promoting education for sustainable development in lower-middle-income ASEAN economies. American Journal of Business Science Philosophy (AJBSP), 1(2), p86-103. https://doi.org/10.70122/ajbsp.v1i2.15
Hokanson, B., & Norden, A. (2019). Second thoughts: Understanding the impact and appropriate use and non-use of technologies. In Educational media and technology yearbook (pp. 13-18). https://doi.org/10.1007/978-3-030-27986-8_2
Igartua, J. J., Ortega-Mohedano, F., & Arcila-Calderón, C. (2020). Communication use in the times of the coronavirus. A cross-cultural study. Professional de la information, 29(3). https://doi.org/10.3145/epi.2020.may.18
Khairul, W., Ibrahim, A., Anas, N., Ahyar, & Imam Sayekti. (2024). Ethical risks of using ChatGPT in higher education institutions in Malaysia. Masyarakat Kebudayaan Dan Politik, 37(4), 432-445. https://doi.org/10.20473/mkp.V37I42024.432-445
Labadze, L., Grigolia, M. & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20, 56. https://doi.org/10.1186/s41239-023-00426-1
Labanieh, M. F., Yusoff, Z. M., Ayub, Z. A., Wahab, H. A., & Shariffuddin, M. D. K. (2024). The artificial intelligence (AI) readiness in ASEAN countries: The government policies and frameworks. ASEAN Legal Insights, 1, 68-76. https://doi.org/10.32890/aseanli2024.1.5
Leavy, S., O'Sullivan, B., & Siapera, E. (2020). Data, power and bias in artificial intelligence. Semantic Scholar. https://doi.org/10.48550/arXiv.2008.07341
Lee, Y., Koh, E., & Chee‐Kit Looi. (2023). AI in Education and Learning Analytics in Singapore: An overview of key projects and initiatives. Information and Technology in Education and Learning, 3(1), Inv-p001. https://doi.org/10.12937/itel.3.1.inv.p001
Lewis, A. A. (2025). Unpacking cultural bias in AI language learning tools: An analysis of impacts and strategies for inclusion in diverse educational settings. International Journal of Research and Innovation in Social Science, Volume IX(1 January 2025), 1878-1892. https://doi.org/10.47772/IJRISS.2025.9010151
Lloyd, K. (2018). Bias amplification in artificial intelligence systems. Semantic Scholar. https://doi.org/10.48550/arXiv.1809.07842
McFarlane, D., Mieruch, Y., & Wann Si, N. L. (2024). Closing the digital divide in education: an innovative review of demand and supply side policies in four ASEAN member states. International Journal of Evaluation and Research in Education (IJERE), 13(6), 3827-3837. https://ijere.iaescore.com/index.php/IJERE/article/view/28011/14144
Muhammad, A., Ahamd, F., & Shah, A. (2015). Resolving ethical dilemma in technology enhanced education through smart mobile devices. Semantic Scholar. https://www.semanticscholar.org/paper/Resolving-Ethical-Dilemmain-Technology-Enhanced-MuhammadAhamd/52363041589a98745733385e36e706999e36b6d9
Pappagallo, S. (2024). Chatbots in education: A dual perspective on innovation and ethics. Journal of Digital Pedagogy, 3(1), 3-10. https://doi.org/10.61071/jdp.2420
Pesonen, J. A. (2021). 'Are you OK?' students' trust in a chatbot providing support opportunities. In Lecture notes in computer science (pp. 199-215). https://doi.org/10.1007/978-3-030-77943-6_13
Schoch, K. (2020). Case Study Research. In G. J. Burkholder, et al. (Eds.), Research design and methods: An applied guide for the scholar practitioner (pp. 245-258). SAGE Publications, Inc.
Subedi, K. R. (2021b). Determining the sample in qualitative research. Scholars’ Journal, 4(2645-8381), 1-13. https://doi.org/10.3126/scholars.v4i1.42457
Tang, K. H. D. (2024). Implications of artificial intelligence for teaching and learning. Acta Pedagogia Asiana, 3(2), 65–79. https://doi.org/10.53623/apga.v3i2.404
Wang, J., & Cornely, P. (2023). Addressing academic misconduct in the age of ChatGPT: Strategies and solutions. In International Conference on Education and E-Learning. https://doi.org/10.1145/3637989.3638014
Williams, R. T. (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1331607
Wishart, J. (2017). Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. In Perspectives on rethinking and reforming education (pp. 81-93). https://doi.org/10.1007/978-981-10-6144-8_5
Yang, J., Chen, Y., Por, L. Y., & Ku, C. S. (2023). A systematic literature review of information security in chatbots. Applied Sciences, 13(11), 6355. https://doi.org/10.3390/app13116355
Yin, J., Goh, T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students' learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177. https://doi.org/10.1177/0735633120952067
Zainabi, B., Maleh, Y., & Belaissaoui, M. (2024). Security risks of chatbots in customer service: A comprehensive literature review. EDPACS, 69(7), 51-66. https://doi.org/10.1080/07366981.2024.2378934
Zaman, B. (2023). Transforming education through AI benefits, risks, and ethical considerations. TechRxiv. https://doi.org/10.36227/techrxiv.24231583.v1
Zaman, S. (2023). ChatGPT security risks and solutions. In Australian Workshop on Safety Critical Systems and Software. https://doi.org/10.1049/icp.2024.0955
Zeide, E. (2017). Unpacking student privacy. In Society for Learning Analytics Research (SoLAR) eBooks (pp. 327-335). https://doi.org/10.18608/hla17.028
Zeide, E., & Nissenbaum, H. (2018). Learner privacy in MOOCs and virtual education. Theory and Research in Education, 16(3), 280-307. https://doi.org/10.1177/1477878518815340
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Published
Oct 13, 2025
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How to Cite
Gumiran, I., & Ambida, M. (2025). AI Chatbot Misuse in Education: Ethical and Pedagogical Risks. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.3283
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Section 1: Research Articles and Research Briefs
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