Ethical Issues Surrounding AI Applications

The advent of artificial intelligence (AI) presents an opportunity to enhance the management of multiple medications for patients. Despite the growing body of research on the clinical impact and accuracy of AI in healthcare, current literature is limited in addressing AI’s role in medication management for older adults. The goal of this scoping review was to assess the extent and applicability of AI applications in managing multiple pharmacological therapies among adults aged 50 and older. Relevant articles were searched in EMBASE, Ovid MEDLINE, and Web of Science databases. Search phrases included “polypharmacy/polytherapy”, “artificial intelligence in healthcare”, “machine learning/language learning”, and “elderly populations”. The search initially identified 58 citations. After a systemized and rigorous screening process, 12 articles were further screened for eligibility and critically appraised for bias and appropriateness. Of those, a total of five articles were retained for the final analysis. They focused on the application of AI and web-based applications to reduce inappropriate medication use and drug interactions, how machine learning and audio-based activity recognition systems could improve medication adherence among older adults, and recognizable patterns between multimorbidity and polypharmacy in elderly populations with chronic illnesses. The main findings of this review suggested that AI tools have demonstrated efficiency and accuracy in eliminating drug-drug interactions, assisting in the detection of potentially inappropriate medications (PIMs), and identifying patterns of multimorbidity due to polypharmacy in older adults. Moreover, AI tools were considered easy to use and helped enhance medication adherence. Results suggest that AI has potential in managing polypharmacy, particularly in enhancing medication safety, improving adherence, and predicting risk factors for medication-related errors in older adults. Future investigations are needed that focus on AI’s long-term effect on patient outcomes, its role in personalized pharmacotherapy, and ongoing challenges related to algorithmic transparency, bias mitigation, and regulatory oversight. As AI continues to evolve, its integration into healthcare would benefit from methodical evaluation, stringent oversight, and interdisciplinary collaboration to ensure its safe and effective deployment in patient care.

In today’s evolving world of work, Artificial Intelligence (AI) has emerged not merely as a technological tool but as a catalyst for rethinking how jobs are structured and performed (Bankins et al., 2024; Parker & Grote, 2022). Across diverse job families and organizational contexts, tools like generative AI (GAI) go beyond mere instruments for data analysis or structuring and can adopt increasingly far-reaching roles through rapid progress in generating new graphic or textual content or algorithmic decision making (Ferràs- Hernández, 2018; Walsh et al. 2019). Central to this symposium is the recognition that this changing nature of work due to digitalization, propelled by AI and related tools, calls for a fresh look at established theories of job design and strategies for human resource management. Traditionally, research has illuminated how fostering characteristics like autonomy, skill and task variety, or adequate demands affect employee motivation, satisfaction, and well-being and thereby further organizational outcomes (Oldham & Fried, 2016; Parker et al., 2017). Yet the introduction of AI – particularly generative AI – adds complexity: Who performs which tasks? How are decisions made, and by whom? Which skills remain uniquely human, and which may be augmented or even entirely adopted by AI? Such questions demand a more nuanced and strategic approach to designing work in the future that balances efficiency and innovation with psychological and ethical considerations. The four presentations in this symposium aim to contribute to theory building on how AI affects work in terms of work design, the interplay of employees and AI use, and work outcomes. In particular, they highlight potential risks or unique challenges when working with AI (e.g., in terms of less enriched work, lowered autonomy levels, threats to job identity or risks due to disclosure of use) and path the way for interventions to achieve benefits of such technologies at work. In detail, the empirical studies in this symposium illuminate these issues at three interconnected levels: 1. Task-Level Insights: Two contributions focus on the more granular task characteristics (e.g., autonomy, skill variety) in modern, AI-enhanced work contexts. They demonstrate how AI use influences the allocation of specific tasks when designing work roles and how the perception of task characteristics changes when AI is used in a decision-making task. 2. Job- and Identity-Level: One paper zooms out from individual tasks to jobs as a whole and explores how AI-driven change might disrupt employees’ job identity. This lens demonstrates how task changes cascade into bigger questions of role definition and identity. 3. Organizational Context: Finally, one presentation adopts the broadest perspective and investigates managerial and organizational factors that might shape employees’ willingness to disclose and ethically integrate AI tools. Taken together, these presentations point toward a future in which AI’s transformative potential hinges on thoughtful coordination across tasks, roles, and organizational systems. By combining established frameworks with new insights drawn from (quantitative and qualitative) surveys and experiments conducted in Germany, Austria, the United States, the United Kingdom, and Australia, these contributions illustrate how AI can enrich, rather than diminish, work and thereby strengthen human-centered organizations. By focusing on variables at different levels, the studies path the way for applications in practice, emphasizing the importance of individual approaches (e.g., training for job design, supporting self-efficacy), or on the organizational level (e.g., aligning HR practices, develop clear and supportive organizational policies and guidelines for the use of AI at work). Investigating the Influence of Work Design Perspective and AI Integration on Enriched Job Design Author: Tanja Bipp; Heidelberg University Author: Thea Ebert; Aalen University Collaborative Intelligence: Integrating Generative AI in Knowledge Work and its Impact on Job Design Author: Sabina Hodzic; University of Graz Author: Simon Grob; University of Graz Author: Bettina Kubicek; University of Graz Job Identity as Starting Point for SHRM in AI-Driven Organizational Change Author: Sophie Berretta; Ruhr University Bochum Author: Annette Kluge; Ruhr University Bochum Silent Adoption: Understanding the Drivers of Non-Disclosure of Generative AI Tools by Employees Author: Fangfang Zhang; Curtin University - Perth

Pharmacovigilance, the science of monitoring drug safety, plays a crucial role in identifying and mitigating adverse drug reactions (ADRs). However, underreporting in pharmacovigilance systems—estimated to have a median rate of 94 %—poses a significant threat to patient safety by hindering the detection of safety signals. The need to address these gaps is paramount, especially with the rising complexity of healthcare data. The advent of artificial intelligence (AI) and big data technologies offers promising solutions to overcome the limitations of traditional pharmacovigilance methods.The application of AI and machine learning (ML) technologies, including natural language processing (NLP) and deep learning, has the potential to revolutionize drug safety monitoring by automating the detection of ADRs from diverse data sources, such as electronic health records (EHRs), spontaneous reporting systems, and social media. These tools can process unstructured data and uncover patterns not easily identifiable through conventional approaches. Additionally, AI can enable real-time pharmacovigilance, which is especially critical in an era of increasing polypharmacy and diverse patient populations. AI-driven models are being utilized to detect drug-drug interactions (DDIs), predict ADRs, and enhance the overall efficiency of pharmacovigilance processes.Despite these advancements, several challenges remain. The performance of AI models is heavily dependent on the quality and quantity of data available. Inadequate or poorly curated datasets can lead to inaccurate ADR detection, particularly in resource-limited settings. Moreover, the heterogeneity of data sources necessitates robust AI models capable of integrating various types of data while ensuring accurate and reliable outputs. There is also a pressing need to address the transparency and explainability of AI models, as the opaque decision-making processes of current algorithms often impede their acceptance among pharmacovigilance professionals.Future directions must focus on improving the quality and standardization of datasets, advancing NLP techniques for better interpretation of clinical narratives, and developing explainable AI models. Regulatory frameworks should evolve to support AI deployment in pharmacovigilance, ensuring the establishment of best practices for AI implementation and the creation of large-scale, publicly available training datasets.Additionally, AI models should go beyond correlation-based approaches by integrating causal inference techniques, which will allow for a more accurate understanding of the relationship between drugs and ADRs. Human oversight will still be required to validate AI findings, but ongoing efforts to improve the robustness of AI systems will reduce dependency on manual interventions and scale the use of AI in pharmacovigilance.The integration of AI and big data in pharmacovigilance has the potential to transform drug safety monitoring, addressing many of the challenges posed by increasing data complexity and the need for real-time analysis. As these technologies continue to evolve, they promise to make pharmacovigilance more efficient, accurate, and comprehensive, thereby improving patient safety and rational drug use.

The National Academies Board on Human Systems Integration (BOHSI) has organized this session exploring the state of the art and research and design frontiers relating to the application of Artificial Intelligence (AI) technologies to Healthcare. Advances in AI, machine learning, and robotics promise to revolutionize access to and quality of healthcare. At the same time lessons learned from earlier applications of AI technologies suggest a need to carefully consider the user and use context and the need for effective human-machine teaming design to avoid brittle systems that fail to be used or worse that negatively impact patient safety. The Panel brings together prominent researchers from both the Human Factors and Computer Science and AI communities to discuss promising applications, challenges and short-falls and ways forward for achieving the promise of enhanced delivery of health care through application of AI technologies.

The recent mainstreaming of Artificial Intelligence (AI) applications and tools has significantly enhanced EFL educators’ research writing process. Nevertheless, few studies exist regarding how EFL educators understand AI applications and their integration into research writing processes and techniques. The current study aims to investigate the attitudes and perceptions of (n= 40) EFL teachers at Majmaah University concerning integrating AI tools in the Research writing process, by collecting data from mixed-methods source questionnaires and interviews. Thematic analysis was employed for qualitative data, while descriptive and inferential statistics through SPSS were used for quantitative data analysis. The questionnaire results demonstrated that most respondents have positive perceptions toward integrating AI tools, believing they can improve efficiency and quality in the research writing process. However, more familiarity with existing AI applications is needed to ensure this integration process. Moreover, the study affirms the significant impact of training and support on the effective integration of AI tools. Respondents strongly agree about the benefits of AI applications in streamlining literature reviews, aiding in data analysis, reducing errors, and enhancing overall language quality. Interview responses further emphasize the possible benefits of AI tools in the research writing process, highlighting efficiency gains, assistance in various writing tasks, and improved quality of EFL teachers’ research articles. All the participants stress the importance of ethical utilization, maintaining quality, and vigilance when integrating these tools into the research writing process.

Purpose: This analysis aims to propose guidelines for artificial intelligence (AI) research ethics in scientific publications, intending to inform publishers and academic institutional policies in order to guide them toward a coherent and consistent approach to AI research ethics.Methods: A literature-based thematic analysis was conducted. The study reviewed the publication policies of the top 10 journal publishers addressing the use of AI in scholarly publications as of October 2024. Thematic analysis using Atlas.ti identified themes and subthemes across the documents, which were consolidated into proposed research ethics guidelines for using generative AI and AI-assisted tools in scholarly publications.Results: The analysis revealed inconsistencies among publishers’ policies on AI use in research and publications. AI-assisted tools for grammar and formatting are generally accepted, but positions vary regarding generative AI tools used in pre-writing and research methods. Key themes identified include author accountability, human oversight, recognized and unrecognized uses of AI tools, and the necessity for transparency in disclosing AI usage. All publishers agree that AI tools cannot be listed as authors. Concerns involve biases, quality and reliability issues, compliance with intellectual property rights, and limitations of AI detection tools.Conclusion: The article highlights the significant knowledge gap and inconsistencies in guidelines for AI use in scientific research. There is an urgent need for unified ethical standards, and guidelines are proposed for distinguishing between the accepted use of AI-assisted tools and the cautious use of generative AI tools.

Technologically advanced artificial intelligence (AI) is making a significant contribution to strengthening national security. AI algorithms facilitate the processing of vast amounts of information, increasing the speed and accuracy of decision-making. Artificial intelligence and machine learning (AI/ML) are crucial for state and integrated hybrid attacks and protecting new threats in cyberspace. Existing AI capabilities have significant potential to impact national security by leveraging existing machine learning technology for automation in labor-intensive activities such as satellite imagery analysis and defense against cyber attacks. This article examines selected aspects of the impact of artificial intelligence on enhancing a state’s ability to protect its interests and its citizens., artificial intelligence through the use of neutron networks, predictive analytics and machine learning algorithms enables security agencies to analyse vast amounts of data and identify patterns indicative of potential threats. Integrating artificial intelligence into surveillance, border control and threat assessment systems enhances the ability to respond preemptively to security challenges. In addition, artificial intelligence algorithms facilitate the processing of vast amounts of information, increasing the speed and accuracy of decision-making by police authorities. The rapid development of AI raises a number of questions for its use in securing not only national security but protecting all citizens. In particular, it is worth answering the question How does artificial intelligence affect national security and clarifying the issue of how law enforcement agencies can use artificial intelligence to maximise the benefits of the new technology in terms of security and protecting communities from rising crime. The analysis is based on a descriptive method in describing the phenomenon; by explaining the concepts and applications of artificial intelligence to determine its role in the national security sphere. An analysis of the usefulness of artificial intelligence in particular in police operations is undertaken, with the aim of defending the thesis that, despite some threats to the protection of human rights from AI, it is becoming the best tool in the fight against all types of crime in the country. Technological advances in AI can also have many positive effects for law enforcement, and useful for law enforcement agencies, for example in facilitating the identification of persons or vehicles, predicting trends in criminal activities, tracking illegal criminal activities or illegal money flows, flagging and responding to fake news. Artificial intelligence (AI) has emerged as one of the biggest threats to information security, but efforts are being made to mitigate this new threat, but also to find solutions on how AI can become an ally in the fight against cyber-security, crime and terrorist threats. Artificial intelligence algorithms search huge datasets of communication traffic, satellite images and social media posts to identify potential cyber security threats, terrorist activities and organized crime. It is advisable, when analyzing the opportunities and threats that AI poses to national and public security, to gain a strategic advantage in the context of rapid technological change and also to manage the many risks associated with AI. The conclusion highlights the impact of AI on national security, creating a range of new opportunities coupled with challenges that government agencies should be prepared for in addressing ethical and security dilemmas. Furthermore, AI improves predictive analytics, thereby enabling security agencies to more accurately anticipate potential threats and enhance their preparedness by identifying vulnerabilities in the national security infrastructure

Purpose This study explores the adoption of artificial intelligence (AI) in wineries, with a specific focus on its application to drive innovation and on the organisational and contextual factors that influence its exploration and adoption. Design/methodology/approach The research project is based on an exploratory approach employing a questionnaire developed through a literature review and refined using the Delphi method via a survey with over 500 participants. Findings Wineries employ many AI solutions, from generative AI tools that facilitate creative and agile processes to more embedded, enterprise-level AI systems that require significant investment and IT integration. They adopt a dual approach to exhibit the highest innovation orientation by integrating AI solutions to promote many dimensions of innovation. In contrast, wineries that rely exclusively on generative AI leverage it to innovate marketing processes. However, most wineries surveyed have not implemented AI solutions for process innovation, suggesting that AI development and adoption are in their infancy. Research limitations/implications The study did not examine whether the adoption of AI solutions actually generated innovation, nor was the extent of AI adoption at the micro or meso level assessed. However, the investigations may provide valuable insights and contribute to the development of more targeted strategies for the digital transformation of the wine sector. By exploring organisational and contextual dimensions, it provides a deeper understanding of the variables that may encourage or hinder the implementation of AI technologies. Originality/value This study can be leveraged by wineries as a pioneering analysis of innovation-oriented AI adoption in the wine sector in several countries. The findings offer practical value for the wine industry in promoting digital transformation and harnessing the innovative potential of AI in the wine sector.

In the dynamic field of programming education, integrating artificial intelligence (AI) tools has started to play a significant role in enhancing learning experiences. This paper presents a case study conducted during a foundational programming course for first-year students in higher education, where students were encouraged to utilize generative artificial intelligence programming copilot extensions in their programming IDE and browser-based generative AI tools as supportive AI tools. The primary objective was to observe the impact of AI on the learning curve and the overall educational experience.Key findings suggest that the introduction of AI tools significantly altered the learning experience for students. Many who initially struggled with grasping elementary programming concepts found that AI support made understanding basic programming concepts much easier, enhancing their confidence and skills. This was particularly evident in the reduced levels of anxiety typically associated with early programming learning, as the AI copilot provided a non-judgmental, always-available source for clarifying doubts, including queries that students might hesitate to ask in a traditional classroom setting.Notably, some students leveraged the AI to generate similar exercise problems, reinforcing their understanding and skills. The AI's capability to address basic queries also freed up the instructor's time, allowing for more personalized student guidance in more advanced problems. This shift in the instructional dynamic further contributed to a learning environment where students felt more comfortable engaging with complex topics, thereby reducing the psychological barriers often linked with early-stage programming education.The course's structure, enriched by AI, enabled students to delve into more complex programming constructs earlier than traditional curricula would allow. For instance, students were tasked with simulating basic e-commerce operations, such as user registration, product browsing, and cart functionalities. These practical challenges naturally introduced advanced concepts like external data storage, unit testing, and user interface design, which are typically reserved for more advanced courses. With the help of generative AI programming copilot tools, students at any programming skill level were able to develop nearly functional complex structures. Interestingly, even when their projects were not fully functional, students remained motivated. Instead of feeling discouraged by these imperfect outcomes, they showed resilience and a keen interest in understanding and improving their code. This reaction is a significant shift from traditional learning settings, where unfinished or flawed projects often lead to increased anxiety or a drop in motivation.Furthermore, the AI's proactive suggestions inspired students to explore beyond the curriculum. Advanced learners delved into databases, cryptography libraries in Python, and even more advanced user interface design, ensuring that they remained engaged and challenged. This elementary course, enhanced by generative AI tools, also inspired students to learn other programming languages since they now learned that individual learning is more available with the aid of generative AI.In conclusion, the integration of AI in programming education offers a promising avenue for enhancing both the learning experience and outcomes. This case study underscores the potential of AI to revolutionize traditional teaching methodologies, fostering a more dynamic, responsive, and inclusive learning environment.This paper handles the results, possibilities and challenges of AI empowered education in programming. It also gives practical examples as well as future research perspectives.

Every day Artificial Intelligence (AI) technologies are more deeply inte-grated into education in general and into the process of a foreign language teaching in particular. Methodologists are developing language-specific methods of teaching lin-guistic university students foreign language aspects, types of speech activities, culture and translation based on specific AI tools. Most of these studies have a narrow focus and are aimed at solving individual and sometimes discrete pedagogical tasks. Such integration of AI into the educational process allows us to create additional conditions for extracurricular language practice for students and contributes to the further devel-opment of their foreign language communicative competence in all the diversity of its components. At the same time, the majority of methodological studies have a narrow focus and are oriented towards solving individual and sometimes discrete educational problems related to the development of specific speech skills or the formation of lexical, grammatical or phonetic speech skills of students. At the present stage, the language teaching potential of AI technologies allows to systematically consider the issue of in-tegrating AI into the process of language and methodological pre-service teachers’ training, which has not yet been the subject of a separate study. The aim of the paper is to develop a structural model for the integration of AI technologies in language and methodological pre-service teachers’ training. The model proposed by the authors for the integration of AI technologies in lan-guage and methodological pre-service teachers’ training consists of five blocks: lin-guistic disciplines, narrow professional disciplines, methodological disciplines, peda-gogical practice and research work. Within each block there are sub-blocks aimed at solving specific pedagogical/research tasks. The authors show which AI tools and tasks can be used in the context of teaching the disciplines from each block. The methodo-logical content of the blocks is based on the typology of feedback from generative AI as applied to teaching a foreign language, including educational-social, information-reference, methodological, analytical, evaluative and conditionally creative types. The methodological content of the blocks is based on the typology of feedback from generative AI in relation to foreign language teaching. The research is based on systematic and expert approaches using theoretical (comparative, component and complex analysis of AI tools, classification, synthesis, generalisation, modelling) and empirical (observa-tions and interviews with teachers and students) research methods. The research materials included scientific articles (Article and Review) published in academic journals indexed in the Scopus and Web of Science databases (Q1 and Q2), as well as Russian academic journals from the list of the Higher Attestation Commission of the Russian Federation on pedagogical sciences (С1 and С2). The subject of the research in the works used was the development of practical methods for teaching a foreign language (types of speech activity and aspects of language) using specific artificial intelligence tools.

Will ChatGPT undermine ethical values in nursing education, research, and practice?

Aim/Purpose In a post-pandemic learning environment, artificial intelligence (AI) may become the new standard. More and more college students are utilizing AI tools like ChatGPT and Bard to enhance their learning. This study compares the use of web-search and AI-based systems to assess how much students' knowledge has improved in an Internet Marketing course. Background While authorship and academic integrity have received a lot of attention in higher education research thus far, using AI effectively provides several benefits for both teaching and learning. In other words, by utilizing these capabilities, AI-based systems may boost students' motivation, interest, and level of knowledge. Methodology The course will teach the students how to use the application of AI (i.e. ChatGPT). To evaluate the efficacy of AI technology, this study will conduct empirical research to compare the knowledge improvement of students who would obtain knowledge about buying sustainable production products in Taiwan between using the web-search systems and the AI-based systems. The assessments of students' knowledge growth are evaluated by using a dependent samples t-test. Contribution This finding expands on prior research examining the possibility of using AI-powered learning aids to inspire students (Al Shamsi et al., 2022; Lund et al., 2023). The ability of ChatGPT to deliver cutting-edge content, personalized feedback, and interactive learning sessions may all contribute to generating curiosity, a sense of accomplishment, and ultimately a greater desire to learn more about subjects. Findings It is anticipated that the AI chatbots created for information delivery might have something to do with students' increased interest in, motivation for, and understanding of their studies. This study examines the potential benefits to students' understanding of sustainable development goals with an AI-specific method of information provision relevant to purchasing items produced sustainably. Recommendations for Practitioners In the near run, using AI systems has been proven to boost university students' sentiments. University students may feel more supported by AI when they use it more regularly. Long-term AI use may cause reliance, especially in the absence of human companionship. Recommendations for Researchers Not all students and instructors have a lot of experiences in teaching and learning with generative AI, despite the fact that it is a relatively new technology. After generative AI is completely incorporated into classrooms, the roles of AI in teaching and learning could reconsider. Impact on Society In order to prepare students for work in a world driven by generative AI, higher education in the future needs change. With an emphasis on in-class and hands-on activities for assessment, new learning outcomes—skills in learning and teaching with AI, AI literacy—and the importance of interdisciplinarity should be highlighted. Future Research Future studies should concentrate on the following topics: interdisciplinary education, creative pedagogies and their evaluation, new assessment and its acceptability.

The acceptance of technology at the higher educational level has been a significant discussion, with little attention on the gender dynamics on the acceptance of artificial intelligence (AI ) tools by senior lecturers. This study delved into a detailed analysis of the gender dynamics in the discussion of technology acceptance mainly AI tools, in foreign language (FL) education. Quantitative study approach was adopted in the process, and survey design was implemented. Data was collected using structured digital questionnaire, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A total of ninety-five (95) male senior lecturers and one hundred and three (103) female senior lecturers participated in the study. Analysis was conducted using relevant statistical measures. The results showed disparities in the attitudes and views of senior lecturers towards artificial intelligence (AI) technologies in the context of FL education, greatly influenced by gender. In relation to usage, male senior lecturers have higher positive reactions (61.06%) in comparison to their female counterparts (46.6%). However, in relation to the assumption that AI technologies improve the performance of learners, 69% of male senior lecturers agree with this notion, but a substantially greater percentage of 72.81% of female senior lecturers hold the same perspective. Moreover, there exists a little disparity in the level of proficiency in using AI technologies across genders. Specifically, 56.84% of male senior lecturers see it as uncomplicated, while 61.16% of their female counterparts share the same sentiment. The gender discrepancy that is most notable pertains to the perceived level of ease in using artificial intelligence (AI) technologies during foreign language (FL) lessons. The data reveals that a majority of male senior lecturers, calculated as 69.48%, see the use of these tools very easy. In contrast, a much higher proportion of female senior lecturers, 86.41%, share the same perception. This discrepancy highlights a notable disparity in confidence levels between the two genders. These results together emphasise the changing gender dynamics in the acceptance of technology, interrogating conventional assumptions and underscoring the need for customised support systems to guarantee fair and efficient integration of artificial intelligence (AI) technologies in foreign language instruction among senior lecturers.

In this paper, the application of Artificial intelligence (AI) methods in power system protection and inspection has been discussed. In this paper particularly AI application of line scout Robot is used. Line scout robot is an inspection based Artificial intelligence Robot. Line Scout robot is able to work on the power lines while they are operating (at very high tension). The robot can patrol in a substation and inspect equipment with a visible-light camera and thermograph. It has possess a vast array of cameras and tools that allow the remote operators to inspect and conduct (albeit minor) repairs on the power lines without needing to put the off-service or risking their lives. It is preventive arrangement for detection of fault (very high temperature). Keywords: Artificial intelligence (AI), artificial general intelligence (AGI), corona pulse, Line Scout Robot, power system

This study presents results of a systematic literature review (SLR) of the responsible use of artificial intelligence (AI) tools in higher education, identify patterns of ethical and irresponsible use, and propose a conceptual framework for predicting ethical AI adoption. Following PRISMA guidelines, was conducted on 60 peer-reviewed studies published between 2022 and 2026, sourced from Google Scholar. Studies were mapped against four research questions addressing AI tools used, their applications, reported unethical practices, and predictive modelling approaches. Results reveal that general AI, generative AI tools, and large language models dominate higher education contexts, primarily deployed for personalized learning, academic work, and teaching. Irresponsible practices were documented in one-third of studies, including academic integrity breaches (13.33%), algorithmic bias, and privacy violations. Critically, no existing study developed a real-time predictive model capable of monitoring ethical AI use, despite four studies demonstrating predictive modelling capabilities for other purposes. This study addresses a significant gap by proposing a novel conceptual framework that integrates AI tool deployment, user behaviour, governance measures, and predictive analytics to forecast ethical outcomes. The framework provides higher education institutions with a pathway toward data-informed, proactive governance of AI technologies.