Saudi education integrates AI ethics into curricula
Recent academic studies have revealed a radical shift in student behavior within Saudi universities, with results showing that over 80% of students rely directly on artificial intelligence technologies to complete their assignments and coursework. This significant figure has prompted the Ministry of Education to take urgent action to integrate "artificial intelligence ethics" into the core curriculum, aiming to protect academic integrity and ensure a balanced learning environment.
Global context and digital transformation
This local movement cannot be separated from the global landscape. Since the launch of the generative AI revolution in late 2022, education systems worldwide have faced unprecedented challenges regarding student assessment and the credibility of academic degrees. Tools like ChatGPT and others have become an integral part of students' daily lives, forcing educational institutions to shift from a phase of "prohibition" to one of "regulation and containment"—an approach that Saudi Arabia has effectively adopted to ensure maximum benefit from the technology without compromising the quality of educational outcomes.
Ministry strategy and curriculum development
In response to this reality, the Ministry of Education spokesperson, Mona Al-Ajmi, confirmed that the National Center for Curricula had already begun implementing artificial intelligence courses in secondary schools two years ago, specifically within the computer science and engineering track. This academic year, the "Introduction to Artificial Intelligence" course has been added as an option for third-year secondary students.
Al-Ajmi explained that the ministry did not simply add scientific content, but focused on integrating technical concepts into digital skills courses and student activities, with an emphasis on developing critical thinking, research, and innovation skills. This is being done in parallel with promoting ethical principles in cooperation with the Saudi Data & Artificial Intelligence Authority (SDAIA) to ensure the responsible use of these technologies.
Vision 2030 and Technological Leadership
These steps are of paramount strategic importance as they directly contribute to the goals of the Kingdom's Vision 2030, which aims to make Saudi Arabia a global hub for data and artificial intelligence. Developing a generation aware of the ethics and mechanisms of these technologies not only serves the education sector but also provides the labor market with national talent capable of leading the future digital economy, thus enhancing the Kingdom's regional and international competitiveness in the field of innovation.
Between academic opportunities and risks
On the academic front, Dr. Abdulaziz Al-Ghamdi, a specialist in the economics of education, sounded the alarm regarding the complete reliance on these tools, pointing out that studies have shown that the vast majority of students see artificial intelligence as their primary resource for completing assignments. He also cited recent studies (such as Shurooq Hassin's 2025 study) that revealed disparities in usage between male and female students, while warning that excessive use could weaken research and analytical skills.
For her part, researcher Samira Al-Thaqafi warned of the challenges of "academic integrity" and the possibilities of cheating and scientific plagiarism, calling for the development of assessment tools that rely on projects and classroom presentations instead of traditional tests that are easily hacked technically.
The future of teaching jobs
Looking to the future, educational researcher Dr. Radi Al-Zwaid affirmed that artificial intelligence will reshape classrooms, predicting the emergence of new roles such as "digital teacher" and "intelligent instructional designer." He pointed out that technology will enable personalized learning tailored to each student's needs and reduce the gap between learners, provided that human and ethical values remain the guiding principles of this evolving system.
