The ethical perspective in the scientific literature related to educational datafication: a systematic review

Authors

DOI:

https://doi.org/10.21556/edutec.2023.86.2917

Keywords:

ethics, moral code, datafication, education

Abstract

The combination of education and technology presents a variety of ethical and moral dilemmas that we can no longer ignore. Technological and digital developments based on data collection have further underlined these dilemmas. This article presents the results of a systematic review following the PRISMA 2020 paradigm in the databases Dialnet, Google Scholar, Scopus and Web of Science.
In the 15 selected articles related to digitisation processes in education, it has been analyzed whether there are ethical frameworks related to digitisation processes in education. During the process it was found that, despite being a fundamental issue and a widespread concern, in most cases legislative issues are raised under the title of ethical perspective. However, in reality, there is no generally agreed or established ethical framework to guide digitisation processes in education. Where a truly ethical vision exists, it has not been a framework for generating practical legislation. In conclusion, we can underline the need to work on the development of ethical frameworks that help to articulate practical moral codes that go beyond privacy issues.

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Author Biographies

Egoitz De La Iglesia Ganboa, HUHEZI - Mondragon University (Spain)

Lecturer in the Faculty of Humanities and Educational Sciences at the University of Mondragon. He holds a PhD in Philosophy from the Public University of the Basque Country (UPV-EHU), a Bachelor's Degree in Philosophy, a Master's Degree in Development and Management of Didactic-Methodological Innovation Projects in Educational Institutions at Mondragon Unibertsitatea. His main lines of research are the social and ethical perspective of digitalisation, teaching innovation in Higher Education and gamification in educational environments. She is a member of the Educational Technology research group Kolaborategia at Mondragon Unibertsitatea.

Amaia Arroyo Sagasta, HUHEZI - Mondragon University (Spain)

Amaia Arroyo Sagasta holds a PhD in Communication and Education (UNED, 2017), and was awarded the Extraordinary Doctorate Prize. In addition, she completed a Master's Degree in Communication and Education on the UNED Network and a Master's Degree in ICT Education at Mondragon Unibertsitatea, and as initial training she studied Teaching in Special Education. For more than 15 years she has trained teachers in the pedagogical use of digital technology. She has been a teacher, advisor, author of teaching material and editor, always from a technopedagogical point of view. In 2017 she participated in the group of experts in Digital Competence of the INTEF of the Spanish Ministry of Education. She is currently a lecturer and researcher at the Faculty of Humanities and Educational Sciences (HUHEZI) of Mondragon University and coordinator of the digitalisation area of the KoLaborategia, research group on Educational Technology. Her research focuses on digital skills, learning environments and ecosystems, techno-pedagogical design and the critical perspective of educational innovation.

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Edutec número 86 - Portada

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Published

21-12-2023

How to Cite

De La Iglesia Ganboa, E., & Arroyo Sagasta, A. (2023). The ethical perspective in the scientific literature related to educational datafication: a systematic review. Edutec, Revista Electrónica De Tecnología Educativa, (86), 62–80. https://doi.org/10.21556/edutec.2023.86.2917

Issue

No. 86 (2023): SPECIAL ISSUE: Data ecosystems in education: opportunities and challenges

Section

Special Issue: Data ecosystems in education: opportunities and challenges

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