A Review on Integrating Generative Artificial Intelligence into Moral Education Classroom Teaching
DOI:
https://doi.org/10.5281/zenodo.17172780Keywords:
Generative Artificial Intelligence, Moral Education, AI Ethics, Classroom Teaching, Educational TechnologyAbstract
With the rapid advancement of generative artificial intelligence (GenAI) technology, its integration into education has become an inevitable trend. As a core discipline for shaping students' values and critical thinking, moral education faces both significant opportunities and unprecedented challenges in the age of AI. This paper aims to systematically review and synthesize existing literature to explore practical approaches, potential risks, and future directions for integrating GenAI into classroom teaching in moral education. Adopting a literature review methodology, this study systematically retrieves and analyzes relevant academic journals from both domestic and international sources, summarizing, comparing, and critically examining research on the application of GenAI in moral education. The review reveals that GenAI holds transformative potential for moral education classrooms. It can greatly enhance interactivity and contextualization by generating realistic moral dilemma scenarios and simulating multi-perspective dialogues, thereby fostering students' deeper ethical reasoning while providing personalized learning support. However, the integration process also entails certain risks, including potential inherent biases in GenAI outputs, data privacy and security concerns, the possible erosion of genuine teacher-student ethical dialogue, and the risk of students becoming overly reliant on AI tools at the expense of independent thinking.
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