Ethical Considerations in Using ChatGPT:Indonesian EFL Teachers Perspectives

Amalia Hafizah Nabila, Imam Whayudi Karimullah, M Faruq Ubaidillah

Abstract


This study explores ethical considerations in the use of ChatGPT from the perspective of English as a foreign language (EFL) teachers in Indonesia. Using a mixed-methods and explanatory sequential as designs, data was collected from 30 English teachers in several cities, including Malang, Pasuruan, Kediri, Jember and Gresik. Research tools included a validated questionnaire (through factor analysis) and semi-structured interviews. The findings highlighted 5 key ethical indicators: privacy concerns, accuracy and reliability, dependability, academic integrity, and emotional aspects of learning. Teachers emphasized the importance of protecting personal data and guiding students in sharing personal data in ChatGPT. In the aspect of accuracy, the responses generated by ChatGPT need to be double-checked for potential errors by adding other references. In the finding of dependency in the use of ChatGPT, the need for teachers to continue to design their own materials and continue to invite students to discuss when using ChatGPT in class. Related to academic integrity, teachers emphasized the need to practice honesty and limit misconduct in classwork. Finally, the emotional aspect of ChatGPT cannot replace the classroom teacher. Thus, the role of teachers in classroom giving motivation, empathy, and engagement.These findings highlight the need for clear guidelines and ethical awareness among teachers, students, and institution guideline.

Full Text:

PDF

References


Ahsan, K., Akbar, S., & Kam, B. (2022). Contract cheating in higher education: A systematic literature review and future research agenda. Assessment & Evaluation in Higher Education, 47(4), 523–539. https://doi.org/10.1080/02602938.2021.1931660

Ali, D., Fatemi, Y., Boskabadi, E., Nikfar, M., Ugwuoke, J., & Ali, H. (2024). ChatGPT in Teaching and Learning: A Systematic Review. Education Sciences, 14(6), 643. https://doi.org/10.3390/educsci14060643

Arefian, M. H., Çomoğlu, I., & Dikilitaş, K. (2024). Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens. Innovation in Language Learning and Teaching, 1–16. https://doi.org/10.1080/17501229.2024.2412769

Blonder, R., Feldman-Maggor, Y., & Rap, S. (2024). Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10180-2

Botturi, L., Fioroni, T., Beretta, C., Andreoletti, D., Ferrari, A., Cardoso, F., Picco-Schwendener, A., Marazza, S., & Giordano, S. (2024). The iBuddy experience: A digital simulation-based approach to enhance secondary school students’ privacy awareness. Educational Technology Research and Development, 72(2), 973–996. https://doi.org/10.1007/s11423-023-10309-x

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Creswell, J. W., & Creswell, J. D. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.

Crompton, H., & Burke, D. (2024). The Educational Affordances and Challenges of ChatGPT: State of the Field. TechTrends, 68(2), 380–392. https://doi.org/10.1007/s11528-024-00939-0

Deilen, S., Garrido, S. H., Lapshinova-Koltunski, E., & Maaß, C. (2023). Using ChatGPT as a CAT tool in Easy Language translation (arXiv:2308.11563). arXiv. http://arxiv.org/abs/2308.11563

Dornburg, A., Davin, K. J., Dornburg, A., & Davin, K. (2024). To what extent is ChatGPT useful for language teacher lesson plan creation? arXiv Preprint. https://doi.org/10.48550/arXiv.2407.09974

Fikri, H., Noni, N., & Sunra, L. (2024). The Use of ChatGPT in Teaching Writing. http://dx.doi.org/10.5281/zenodo.13864708

Hoel, T., & Chen, W. (2018). Privacy and data protection in learning analytics should be motivated by an educational maxim—Towards a proposal. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0086-8

Khan, W. N. (2024). Ethical Challenges of AI in Education: Balancing Innovation with Data Privacy. Journal of AI Integration in Education, 1(1). https://researchcorridor.org/index.php/jaiie/article/view/238

Kim, M., Kim, S., Lee, S., Yoon, Y., Myung, J., Yoo, H., Lim, H., Han, J., Kim, Y., Ahn, S.-Y., Kim, J., Oh, A., Hong, H., & Lee, T. Y. (2024). Designing Prompt Analytics Dashboards to Analyze Student-ChatGPT Interactions in EFL Writing (arXiv:2405.19691). arXiv. https://doi.org/10.48550/arXiv.2405.19691

Kovari, A. (2025). Ethical use of ChatGPT in education—Best practices to combat AI-induced plagiarism. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1465703

Krutka, D. G., Heath, M. K., & Willet, K. B. S. (2019). Foregrounding Technoethics: Toward Critical Perspectives in Technology and Teacher Education. Journal of Technology and Teacher Education, 27(4), 555–574. https://doi.org/10.70725/560948mgghtd

Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00426-1

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790

Memon, T. D., & Kwan, P. (2025). A Collaborative Model for Integrating Teacher and GenAI into Future Education. TechTrends. https://doi.org/10.1007/s11528-025-01105-w

Murtiningsih, S., Sujito, A., & Khin Soe, K. (2024). Challenges of using ChatGPT in education: A digital pedagogy analysis. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3466. https://doi.org/10.11591/ijere.v13i5.29467

Oates, A., & Johnson, D. (2025). ChatGPT in the Classroom: Evaluating its Role in Fostering Critical Evaluation Skills. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00452-8

Petricini, T., Zipf, S., & Wu, C. (2025). RESEARCH-AI: Communicating academic honesty: teacher messages and student perceptions about generative AI. Frontiers in Communication, 10. https://doi.org/10.3389/fcomm.2025.1544430

Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8

Tran, T. M., Bakajic, M., & Pullman, M. (2024). Teacher’s pet or rebel? Practitioners’ perspectives on the impacts of ChatGPT on course design. Higher Education. https://doi.org/10.1007/s10734-024-01350-7

Wu, X., Duan, R., & Ni, J. (2023). Unveiling Security, Privacy, and Ethical Concerns of ChatGPT (arXiv:2307.14192). arXiv. https://doi.org/10.48550/arXiv.2307.14192

Yeti̇şensoy, O., & Karaduman, H. (2024). The effect of AI-powered chatbots in social studies education. Education and Information Technologies, 29(13), 17035–17069. https://doi.org/10.1007/s10639-024-12485-6

Yin, J., Goh, T.-T., & Hu, Y. (2024). Interactions with educational chatbots: The impact of induced emotions and students’ learning motivation. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00480-3

Zhou, J., Shen, L., & Chen, W. (2024). How ChatGPT transformed teachers: The role of basic psychological needs in enhancing digital competence. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1458551


Refbacks

  • There are currently no refbacks.