Ethical Reflections on Generative AI: Insights from Primary School Teachers and School Leaders

Abstract

Generative Artificial Intelligence (GenAI) offers opportunities for personalized learning and administrative support in primary education, but simultaneously raises ethical concerns related to privacy, algorithmic bias, and inclusivity. This qualitative study explores how Dutch primary teachers and school leaders perceive these ethical challenges and how such perceptions influence their trust in and willingness to use GenAI tools. Using the Intelligence-TPACK framework, semi-structured interviews were conducted with N = 10 education professionals. The findings reveal that ethical awareness is a prerequisite for trust and that perceptions differ depending on professional roles. Despite concerns about transparency and teacher autonomy, participants recognised GenAI’s potential to enhance equity and efficiency in education. This study contributes practical recommendations for the responsible integration of GenAI within the new Dutch curriculum for Digital Literacy