Ethical Dimensions of Artificial Intelligence in Educational Technology and Policy: A Global Bibliometric Analysis (2020–2025)

_Background:_ Artificial Intelligence (AI) has shown a vast likelihood of integration in education, which has brought in personalization and efficiency changes to education. Yet it also brings up the important issues of privacy, equity and transparency. More recent studies stress the fact that these issues needed to be analyzed in an objective and ethical manner. The objective of the study is to establish and focus on the global trends in AI ethics as applied to the educational policy and technology. It discusses how analysts are trying to tackle the spheres of ethics and where they fail. _Methodology:_ The employed bibliometric approach studied 342 peer-reviewed articles included in Scopus in 2020-2025. The use of VOSviewer software was done in analysis of citation patterns, keyword trends and author collaboration networks. It concentrated on ethics-related, governance-related, and standards-related AI literature on education. _Findings:_ The identified essential ethical issues are privacy of data, integrity in academia, and justice in AI application. Less popular of the topics, e.g., algorithmic bias, blockchain technologies, child-centered ethics reflect large gaps in research. The academic output and collaboration were led by United States, United Kingdom and China. The discussion is asymmetrical in space and disciplinary lines despite the increasing interest in the construct worldwide. _Conclusion:_ The current study underlines the necessity of education-related research on AI ethics that is more policy- and interdisciplinary-focused. It demands the deeper integration of technological change and ethical policy structures to maintain a sustainable equality in educational innovational advancement.