一句话：调查美国91名计算学科教师，揭示AI伦理融入课程的态度、障碍与促进因素。
该研究关注AI伦理在高校计算教育中日益重要但实施不一致的问题。作者调查了美国91名计算学科教师，了解他们对将AI伦理纳入课堂教学的看法，并重点分析支持或阻碍其纳入的因素。结果显示，教师普遍倾向于将AI伦理整合进计算课程，但仍存在若干持续障碍限制其实际采用。本文同时考察了有效整合AI伦理所需的限制条件与使能结构，为培养负责任、社会可接受的AI奠定教育基础。
Integrating AI ethics into computing education is gaining traction, especially among communities advocating for responsible computing. Yet despite growing recognition, implementation remains inconsistent. In this study, we explore how university-level computing educators perceive the role of AI ethics in their teaching. We surveyed 91 instructors across the U.S to understand their perspectives towards including AI ethics in their classes, with a focus on factors that either support or prevent its inclusion. Our findings reveal a strong inclination among educators to integrate AI ethics into computing curricula; however, several persistent barriers continue to limit its adoption. This work investigates both the constraints and enabling structures necessary to effectively integrate AI ethics into computing education, thereby laying a foundation for the development of socially responsible AI.
@inproceedings{paperbot12012,
title = {Who Teaches AI Ethics? Understanding the Gaps in AI Ethics Education in Computing Programs},
author = {Wajdi Aljedaani and P D Parthasarathy and Ahmed Aljohani},
booktitle = {ICSE},
year = {2026},
doi = {10.1145/3786580.3786966}
}