ETHICAL CHALLENGES AND OPPORTUNITIES OF GENERATIVE ARTIFICIAL INTELLIGENCE ADOPTION FOR SELF-DIRECTED LEARNING AMONG UNIVERSITY STUDENTS IN UZBEKISTAN
Keywords:
generative artificial intelligence, self-directed learning, ethics, higher education, Uzbekistan, academic integrity, digital equityAbstract
The adoption of generative artificial intelligence (GenAI) tools, such as ChatGPT, in higher education offers substantial opportunities for enhancing self-directed learning (SDL) through personalized, on-demand support and interactive engagement. In Uzbekistan, national initiatives including the "Digital Uzbekistan-2030" strategy, the National Strategy for the Development of Artificial Intelligence Technologies until 2030 (adopted October 2024), and the "Five Million Artificial Intelligence Leaders" project (launched November 2025 in partnership with the UAE) are accelerating GenAI integration. However, this rapid uptake introduces significant ethical challenges, encompassing academic integrity, overreliance, algorithmic bias, data privacy, and digital equity. This conceptual article synthesizes recent empirical studies from Uzbekistan and global literature to examine these dual dimensions in the context of SDL among university students. Findings reveal widespread student optimism toward GenAI's potential for autonomy and creativity, tempered by concerns over plagiarism, critical thinking erosion, and infrastructural disparities.
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