Generative AI for Teacher Education: Ethical Considerations from the Perspective of Lecturers and Students

Abstract

The purpose of this study is to examine the ethical implications of integrating generative artificial intelligence (AI) tools into teacher education in Ghana from the perspectives of lecturers and teacher trainees. Although generative AI technologies are increasingly adopted in education globally, empirical evidence on their ethical dimensions within sub-Saharan African teacher education contexts remains limited. This research used a qualitative descriptive approach, engaging 15 lecturers and 50 teacher trainees from three public Colleges of Education located in Ghana’s Ashanti Region. Data were gathered via semi-structured interviews and open-ended questionnaires, and analysed using thematic methods. The findings revealed key ethical concerns related to academic integrity, data privacy, pedagogical dependency, equity of access, and the professional identity of future teachers. The study concludes that while generative AI holds pedagogical potential, its unregulated use raises significant ethical risks. The study recommends the development of context-sensitive institutional AI ethics policies, targeted professional development for lecturers, and ethical literacy frameworks to support responsible AI integration in teacher education.