Ethical Artificial Intelligence in Science Technology Engineering and Mathematics (STEM) Classrooms: Balancing Innovation with Responsible Skill Development among Tertiary Institution Students

Abstract

The increasing application of Artificial Intelligence (AI) tools in Science Technology Engineering and Mathematics (STEM) classrooms is revolutionising teaching and learning worldwide. However, this progress raises ethical concerns regarding responsible use, data privacy and the erosion of human thinking in learning. This descriptive survey study examined how STEM students in the three Lagos State-owned tertiary institutions in Nigeria perceive and respond to ethical issues in AI-driven learning environments and how these perceptions influence the development of responsible digital skills. A sample of 430 undergraduate 300 level STEM students participated in the study. Data were collected using the Ethical AI and Responsible Skill Development Questionnaire (EAIRSDQ), comprising sections on demographics, AI awareness, ethical understanding and responsible usage. The questionnaire was validated by three experts in AI ethics and educational measurement, and a pilot study yielded a Cronbach’s alpha reliability coefficient of 0.87. Data were analyzed using descriptive statistics (mean) and inferential statistics (ANOVA). Results revealed strong students’ level of awareness about ethical implications of AI tools in learning and responsible AI integration and use in STEM education for skills development. ANOVA result further showed significant differences in ethical awareness and responsible use across STEM disciplines. This implies that ethical AI literacy is influenced by disciplinary context, making uniform instructional approaches insufficient. Consequently, it is recommended that tertiary institutions adopt discipline-specific ethical AI frameworks, embed structured ethics training within STEM curricula and promote interdisciplinary integration to ensure consistent and responsible AI use across all fields.