ETHICAL ISSUES IN THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN ADULT EDUCATION

Abstract

Artificial intelligence (AI) is increasingly shaping adult education through adaptive learning platforms, generative AI assistants, automated assessment, learning analytics, language support and personalised guidance. Although these applications can expand flexibility and improve access to knowledge, their use also creates ethical questions that are particularly important for adult learners, whose educational participation is often affected by work demands, uneven digital skills, socioeconomic differences and prior educational disadvantage. This article examines the main ethical issues associated with the application of AI in adult education and develops a human-centred governance framework for responsible adoption. The study adopted a structured narrative review and conceptual synthesis of recent peer-reviewed literature and authoritative policy documents. The review focused on privacy and informed consent, algorithmic bias, transparency, academic integrity, misinformation, unequal access, learner autonomy, accountability and the changing role of adult educators. Evidence from the reviewed literature shows that AI can strengthen personalised support and widen learning opportunities, yet these benefits are conditional on data protection, meaningful human oversight, accessible infrastructure and adequate AI literacy. The analysis further shows that adult learners may be disproportionately exposed to digital exclusion and opaque automated decisions where institutions introduce AI without clear safeguards. A conceptual ethical-governance model is therefore proposed, linking pedagogical purpose, risk screening, informed consent, human supervision, continuous monitoring and corrective review. The article concludes that responsible AI in adult education should not be measured mainly by efficiency or technological sophistication. Its legitimacy depends on whether it strengthens learner agency, protects dignity, supports inclusion and keeps educational judgement accountable to human actors. It also outlines practical priorities for policy, professional development and evaluation.