<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100850</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551293347en</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The ethics of Artificial Intelligence in education: towards responsible and inclusive use]]></article-title>
<article-title xml:lang="es"><![CDATA[La ética de la Inteligência Artificial en la educación: hacia un uso responsable e inclusivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero-Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroso-Osuna]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100850&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100850&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100850&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses the relationship between artificial intelligence (AI) and ethics in education, highlighting the need for responsible and inclusive use of this technology. It analyzes how AI, following the emergence of tools such as ChatGPT , is transforming educational processes, from personalized learning to the automation of teaching tasks. However, this technological advancement also entails significant ethical challenges, such as data privacy, equity of access, algorithmic bias, and environmental impact. The article emphasizes the importance of training both students and teachers not only in the technical use of AI, but also in its critical understanding and the adoption of ethical principles that guide its use. To this end, it calls for the establishment of international regulations that regulate this technology, protect human rights, and promote a fair distribution of its benefits. The article emphasizes that the real challenge lies in integrating AI into education in a way that fosters critical thinking, promotes equity, and responds to current and future social needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda la relación entre la inteligencia artificial (IA) y la ética en el ámbito educativo, destacando la necesidad de un uso responsable e inclusivo de esta tecnología. Se analiza cómo la IA, tras la irrupción de herramientas como ChatGPT, está transformando los procesos educativos, desde la personalización del aprendizaje hasta la automatización de tareas docentes. No obstante, este avance tecnológico también conlleva desafíos éticos significativos, como la privacidad de los datos, la equidad en el acceso, los sesgos algorítmicos y el impacto ambiental. El texto enfatiza la importancia de formar tanto a estudiantes como a docentes no solo en el uso técnico de la IA, sino también en su comprensión crítica y en la adopción de principios éticos que guíen su utilización. Para ello, se hace una llamada a establecer normativas internacionales que regulen esta tecnología, protejan los derechos humanos y promuevan una distribución justa de sus benefícios. El artículo subraya que el verdadero desafío radica en integrar la IA en la educación de manera que impulse el pensamiento crítico, fomente la equidad y responda a las necesidades sociales actuales y futuras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Digital Divide]]></kwd>
<kwd lng="en"><![CDATA[Educational Transformation]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Artificial]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Brecha digital]]></kwd>
<kwd lng="es"><![CDATA[Transformación educativa]]></kwd>
</kwd-group>
</article-meta>
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