Exploring the Ethical and Practical Implications of AI in Psychology Education and Training within State Universities and Colleges
DOI:
https://doi.org/10.63931/ijchr.v7iSI3.321Keywords:
state universities and colleges, artificial intelligence, psychology education, ethical and practical implications, AI toolsAbstract
The rapid advancement of Artificial Intelligence (AI) in education has created new opportunities for innovation, particularly in psychology where teaching methodologies, curriculum development, and learning personalization are being transformed. AI-powered tools such as adaptive learning systems, intelligent tutoring platforms, and data-driven feedback mechanisms provide educators with powerful means to enhance student engagement, identify learning challenges, and deliver tailored support. Despite these benefits, the integration of AI into psychology education presents profound ethical and practical challenges that must be critically addressed. Concerns regarding the protection of sensitive psychological data, the potential for algorithmic bias, and the issue of fairness in access remain central to debates surrounding AI adoption in higher education. This study investigated the ethical dilemmas and practical applications of AI in psychology education within state universities and colleges, with the goal of developing a framework for responsible and inclusive integration. Using qualitative and mixed-method approaches such as interviews with faculty and students, surveys, and an extensive review of existing literature, the research identified recurring ethical issues, examined the effectiveness of AI tools in improving learning outcomes, and formulated guidelines for institutions. The findings underscore the importance of robust data governance policies to safeguard privacy, systematic measures to mitigate bias in AI-driven assessments, and equitable strategies to ensure all students benefit from these technologies regardless of socioeconomic background. By aligning AI adoption with institutional objectives, ethical standards, and student-centered practices, this study contributes to the promotion of a responsible, transparent, and inclusive use of AI in psychology education.
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Copyright (c) 2025 Maria Mamba, Jesusa Naui, Jona Cambri, Helena Daya, Sylvia Leigh Quigao, Leinard Bangayan
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