Critical guidelines for ethical “AI” research in education

As the unprecedented global “genAI” experiment on school students continues, this article shares findings from one of the first national studies into Australian English teachers’ attitudes to using this software with students and describes their concern for better policy support for ethical use of related products. The article puts this research into conversation with a new national Australian guide for research involving “genAI”, and suggests a different, feminist and literacy education-informed set of guidelines that more critically prompts thinking about the politics and risks of software that is becoming “routine”. These guidelines serve to raise the awareness of not only of researchers, but of policymakers, ethical review boards, journal editors and all those who are responsible for framing the parameters of what critical and ethical engagement with “genAI” in education should be.