The article emphasizes that as artificial intelligence becomes deeply integrated into classrooms, educators, students, and policymakers must proactively guide its use with clear ethical principles. Rather than adopting AI uncritically, schools need frameworks that ensure technology supports learning while respecting core human values. The piece explains that rapid innovation in AI calls for thoughtful reflection on how these tools affect teaching, learning, and the overall educational experience.
To address this need, the Israel Sci‑Tech Schools network developed a Code of Ethics for AI in Education built around seven guiding principles. These principles were shaped through consultations with educators, students, parents, ethicists, and technologists to reflect real‑world concerns about privacy, fairness, and the role of human judgment. The intention is not to prescribe exact technical solutions, but to offer a holistic ethical approach that can inform decisions about when and how AI should be used in schools.
The seven principles include protecting privacy and data, preventing bias and discrimination, preserving meaningful human interaction, ensuring transparency and explainability, promoting equitable access, building AI literacy, and maintaining human accountability in educational decisions. Each principle focuses on ensuring that AI enhances rather than replaces essential aspects of the learning environment, and helps students develop a deep, ethical understanding of technology rather than superficial or uncritical reliance on it.
Finally, the author argues that ethical AI isn’t just an internal policy but a global contribution that other education systems can adopt. Embedding ethical reflection into AI adoption prepares students not merely to use AI tools but to question their influence and understand their consequences. The code is presented as a living framework — one that encourages ongoing dialogue and adaptation as AI evolves, so that innovation in education aligns with fairness, humanity, and integrity.
