相关实验视频
在非洲TVET教育中整合人工智能的道德合规性和机构政策支持:一个结构方程建模方法
Musa Adekunle Ayanwale1, Christian Basil Omeh2,3, Folasade Mardiyya Oyeniran4
1Department of Mathematics, Science and Technology Education, Faculty of Education, University of Johannesburg, Auckland Park, South Africa.
PloS one
|December 19, 2025
概括
伦理原则强烈指导尼日利亚TVET采用人工智能,合规是关键因素. 机构政策支持的影响力低于教育工作者的个人道德框架.
科学领域:
- 教育技术的教育技术
- 人工智能伦理学 人工智能伦理学
- 非洲教育系统 非洲教育系统
背景情况:
- 人工智能 (AI) 正在改变教育,需要道德考虑,特别是在技术和职业教育和培训 (TVET) 中.
- 了解道德原则,合规性和感知结果之间的相互作用对于在教育环境中负责任地整合AI至关重要.
- 非洲环境为在TVET中采用人工智能提出了独特的挑战和机会.
研究的目的:
- 检查导向人工智能采用伦理原则 (EPG),遵守人工智能伦理准则 (CAEG) 和尼日利亚TVET感知人工智能采用结果 (PAAT) 的预测作用.
- 测试机构政策支持 (IPS) 对EPG和CAEG之间的关系的温和效应.
- 在非洲的TVET系统中为AI伦理贡献经验洞察力.
主要方法:
- 横截面,定量研究设计.
- 在尼日利亚的400名TVET教育工作者中使用经过验证的仪器进行了调查.
- 部分最小平方结构方程建模 (PLS-SEM) 用于数据分析.
主要成果:
- EPG显著预测了CAEG和PAAT.
- 凯格部分调解了EPG-PAAT关系,确认合规是关键途径.
- IPS没有显著调节EPG-CAEG链接,表明个人道德可以弥补政策差距.
结论:
- 教师的道德原则是人工智能采用的强有力的驱动力,即使没有强有力的机构政策.
- 赋予教育工作者道德能力对于负责任的AI整合至关重要.
- 对于政策,基础设施和专业发展,需要采取紧急的机构行动,以支持教育中的人工智能.
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