Navigating ethical considerations and implications of AI chatbots in higher education: a systematic review
Navigating ethical considerations and implications of AI chatbots in higher education: a systematic review
This systematic review explores the ethical challenges associated with the use of AI-based chatbots in higher education, focusing on their implications for students, educators, institutions, and administrative stakeholders. Following PRISMA guidelines, peer-reviewed literature published between 2014 and 2024 was systematically identified across eight major academic databases, yielding a total of 109 eligible studies. A thematic analysis of the included literature indicates that concerns related to academic integrity are most frequently discussed, alongside recurring issues involving data privacy and security, algorithmic bias, overreliance on automated systems, and the risk of inaccurate or misleading outputs. The findings further demonstrate considerable variation in institutional responses to AI chatbot adoption ranging from the development of formal governance structures and ethical guidelines to more cautious, selective implementation strategies, and, in some cases, restrictive or prohibitive policies. While many studies report positive outcomes associated with AI chatbots particularly in relation to student engagement, personalised learning support, and administrative efficiency, their expanding use raises complex ethical, regulatory, and governance challenges. Collectively, these findings highlight the need for clearer institutional policies, responsible implementation practices, and ongoing evaluation mechanisms. The review also identifies persistent gaps in empirical research and outlines priorities for future studies aimed at supporting the ethical, inclusive, and sustainable integration of AI chatbots in higher education.
AI ethics, Chatbots, Higher education, Human computer interaction, Policies, Student experience
Al-Shamaileh, Ons
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Hammady, Ramy
9d5ff940-2d85-44e7-b001-222ae2feb935
Abdelrahman, Mahmoud
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Mubin, Omar
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5 March 2026
Al-Shamaileh, Ons
32ad8a07-6ab0-4b55-b8d0-ee9944fc4f95
Hammady, Ramy
9d5ff940-2d85-44e7-b001-222ae2feb935
Abdelrahman, Mahmoud
9a978bd8-7104-49ee-aee2-253e5c85065a
Mubin, Omar
76724a99-d9fe-4ff6-b1a3-d5b69e7c3655
Al-Shamaileh, Ons, Hammady, Ramy, Abdelrahman, Mahmoud and Mubin, Omar
(2026)
Navigating ethical considerations and implications of AI chatbots in higher education: a systematic review.
Computers in Human Behavior Reports, 21, [100980].
(doi:10.1016/j.chbr.2026.100980).
Abstract
This systematic review explores the ethical challenges associated with the use of AI-based chatbots in higher education, focusing on their implications for students, educators, institutions, and administrative stakeholders. Following PRISMA guidelines, peer-reviewed literature published between 2014 and 2024 was systematically identified across eight major academic databases, yielding a total of 109 eligible studies. A thematic analysis of the included literature indicates that concerns related to academic integrity are most frequently discussed, alongside recurring issues involving data privacy and security, algorithmic bias, overreliance on automated systems, and the risk of inaccurate or misleading outputs. The findings further demonstrate considerable variation in institutional responses to AI chatbot adoption ranging from the development of formal governance structures and ethical guidelines to more cautious, selective implementation strategies, and, in some cases, restrictive or prohibitive policies. While many studies report positive outcomes associated with AI chatbots particularly in relation to student engagement, personalised learning support, and administrative efficiency, their expanding use raises complex ethical, regulatory, and governance challenges. Collectively, these findings highlight the need for clearer institutional policies, responsible implementation practices, and ongoing evaluation mechanisms. The review also identifies persistent gaps in empirical research and outlines priorities for future studies aimed at supporting the ethical, inclusive, and sustainable integration of AI chatbots in higher education.
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Accepted/In Press date: 19 February 2026
e-pub ahead of print date: 23 February 2026
Published date: 5 March 2026
Keywords:
AI ethics, Chatbots, Higher education, Human computer interaction, Policies, Student experience
Identifiers
Local EPrints ID: 510844
URI: http://eprints.soton.ac.uk/id/eprint/510844
ISSN: 2451-9588
PURE UUID: 3d5825b2-d68b-4442-9273-547e8efa141d
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Date deposited: 22 Apr 2026 16:59
Last modified: 23 Apr 2026 02:24
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Contributors
Author:
Ons Al-Shamaileh
Author:
Ramy Hammady
Author:
Mahmoud Abdelrahman
Author:
Omar Mubin
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