Ethical Challenges of Digital Innovation in School Education: Teachers’ and Leaders’ Perspectives
DOI:
https://doi.org/10.63011/w37vax19Keywords:
digital ethics, educational innovation, ethical frameworks, teacher perspectives, technology adoptionAbstract
Despite the growing integration of digital technologies in education, the ethical implications of such innovations remain underexplored, particularly from the perspectives of those implementing them in schools. Existing research predominantly emphasizes technical adoption and student outcomes, often overlooking teachers’ and school leaders’ nuanced experiences with issues such as data privacy, equity, and responsible use of educational technologies. This study aims to investigate the ethical challenges encountered by educators and administrators during digital innovation in school contexts. Employing a qualitative case study design, the research was conducted in private junior high schools across East Java, Indonesia, involving 28 participants, including 18 teachers and 10 school leaders. Data were collected through semi-structured interviews and focus group discussions, capturing detailed accounts of ethical dilemmas, decision-making processes, and organizational responses. The findings reveal a complex landscape: educators reported instances of enhanced instructional engagement and streamlined administrative processes alongside tensions regarding equitable access, digital distraction, and ambiguity in policy enforcement. Leaders highlighted the strategic potential of digital tools in fostering innovation yet acknowledged the ongoing struggle to align technological adoption with ethical standards. These insights underscore the critical need for context-sensitive frameworks that support ethical digital practices in educational settings.
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