arXiv:2606. 18548v1 Announce Type: cross Abstract: Adaptive AI ethics instruction in graduate research training benefits from intake measures that reflect differences in prior LLM experience.
arXiv:2607. 20461v1 Announce Type: cross Abstract: Present implementations of artificial intelligence (AI) ethics do not adequately take feelings, or affect, into account.
arXiv:2607. 01934v1 Announce Type: cross Abstract: This work introduces AIriskEval-edu-db2, a new dataset designed to train and evaluate auditors based on LLMs for an explainable pedagogical risk assessment in instructional content for grades K-12.
arXiv:2605. 03217v2 Announce Type: replace Abstract: Large language models (LLMs) are increasingly deployed in settings that require nuanced ethical reasoning, yet existing bias evaluations treat model outputs as simply "biased" or "unbiased.
arXiv:2603. 00048v2 Announce Type: replace-cross Abstract: Large Language Models (LLMs) are increasingly deployed in sensitive applications including psychological support, healthcare, and high-stakes decision-making.
This work introduces AIriskEval-edu-db2, a new dataset designed to train and evaluate auditors based on LLMs for an explainable pedagogical risk assessment in instructional content for grades K-12. The dataset comprises 1,639 explanations from 170 curated ScienceQA questions, covering science, language arts, and social sciences.
arXiv:2510. 16380v2 Announce Type: replace-cross Abstract: As AI systems progress, we rely more on them to make decisions with us and for us.
arXiv:2606. 15507v1 Announce Type: new Abstract: Behavioral audits of Large Language Models on moral prompts measure what the model says, not the internal computation producing it.
arXiv:2604. 01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools.
arXiv:2606. 11635v1 Announce Type: cross Abstract: For highly capable AI systems to operate safely in dynamic, open-ended environments, they must be able to identify, understand, and respond to moral reasons for action, and constrain their behaviour accordingly.
arXiv:2607. 19699v1 Announce Type: cross Abstract: The rise of generative AI (GenAI) in higher education has prompted urgent debates surrounding academic integrity and ethical use.
arXiv:2608. 02660v1 Announce Type: cross Abstract: Advanced AI assistants engage users in extended interactions across a widening range of roles, including advice, decision support, collaboration, learning, emotional support, and companionship among others.
arXiv:2605. 21629v2 Announce Type: replace-cross Abstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes?