Responsible AI Use in Education: A Systematic Literature Review of Ethical, Pedagogical, and Technological Conditions in Indonesia and Malaysia
Keywords:
Responsible AI, Artificial Intelligence in Education, AI Ethics, AI Pedagogy, Technological Readiness, AI LiteracyAbstract
The rapid integration of Artificial Intelligence (AI) into education offers opportunities to improve teaching, learning, assessment, and educational support while creating ethical, pedagogical, and technological challenges. This study systematically reviews the conditions for responsible AI use in education in Indonesia and Malaysia. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework, with literature retrieved from Scopus and Google Scholar for publications from 2019 to 2026. Following the screening process, 13 studies were selected for thematic analysis across ethical, pedagogical, and technological dimensions. The findings show that responsible AI use requires ethical safeguards concerning privacy, data protection, academic integrity, transparency, accountability, and human oversight; pedagogical readiness involving AI literacy, teacher and student competencies, instructional integration, assessment, and human agency; and technological readiness involving infrastructure, accessibility, cybersecurity, reliability, and institutional support. Indonesia and Malaysia share challenges related to AI literacy, academic integrity, teacher readiness, and institutional preparedness, while research emphasis differs across the two contexts. The review also reveals fragmented evidence and limited comparative research integrating the three dimensions. Future research should develop context-sensitive frameworks combining ethical governance, pedagogical capacity, and technological readiness to support sustainable and human-centred AI implementation.
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