:: Participant Case Studies (3^rd Cohort) ::

These selected case studies were written by course participants for their final reflective task.

Enrico Bertelli, Hong Kong, China

The situation occurred during the Let's Talk project, where I guided students in building an evidence-based chatbot using transcripts of speeches and interviews by a chosen Political figure. The activity spanned 3 weeks across our general education classes, mostly in a computer lab, where students worked in small groups with their own curated document packs. My experience centred on helping them move from a simple zero-shot persona prompt-"Act as Donald Trump"-to a more grounded RAG-style bot that answered only from the attachments they provided. The goal was to teach them how technology can simulate a public figure, but also how fragile and ethically complex this simulation becomes without clear constraints such as citations, verification steps, and the "NOT IN CORPUS" rule. It happened because students needed a structured way to practise empathy, questioning skills, and critical evaluation of AI responses. Several causes shaped the situation: their limited prior experience with AI, the difficulty of processing political language, and the uneven accuracy of large language models when handling charged topics. Students, teaching assistants, and I were all involved. My experience shifted from initial confusion-watching bots hallucinate or over-perform the persona-to moments of clarity, as students discovered how evidence checks changed the tone and trustworthiness of responses. I also heard students share their own stories: some amused by the bot-s theatrical tone, others unsettled when it responded too confidently without evidence. These reactions helped shape the next steps in our ethical discussions.

The use of politically relevant characters for our RAG bots created both beneficial and risky ethical conditions. From a consequentialist perspective, the activity brought clear educational benefits: students learned to question political language, identify evidence, and practise empathy while interacting with a simulated public figure. These skills strengthen critical thinking and reduce the risk of unreflective AI use. However, harms included the possibility of reinforcing stereotypes or generating overconfident political statements if the bot drifted from evidence. We mitigated this through strict rules ("attachments only," citations, "NOT IN CORPUS"). From a rights and rules standpoint, we were careful not to misrepresent the political figure beyond what the documents supported. Students were fully informed that this was a simulation, and no real-world harm or deception was intended. Consent was meaningful within the class context: everyone knew what was being simulated and why. Our duties involved protecting students from misinformation and ensuring the exercise did not treat real individuals merely as caricatures. From a virtue ethics lens, the project encouraged humility, patience, and intellectual honesty through evidence-checking and reflective questioning. In terms of justice, all students were given equal access to tools and roles. However, challenges remained: students with stronger English had an easier time navigating political nuance, and we had to ensure quieter students were heard. The benefits-improved questioning skills, empathy, and AI literacy-were shared widely, but only because we intentionally structured the activity to include everyone.

Looking back, the most striking insight is how differently the situation appears through different ethical lenses. Consequentialism highlights the substantial educational benefits-students learning to question, cite, and empathise-while also reminding me that careless prompt design can unintentionally amplify misinformation or reinforce caricature. Rights and rules emphasise our duty to disclose the simulation clearly, avoid deception, and treat even public figures with a degree of fairness grounded in evidence. Meanwhile, virtue ethics aligns most closely with what I wanted students to practise: curiosity, humility, careful listening, and responsibility in how they handle AI outputs. There were tensions. Consequentialism sometimes suggests pushing boundaries to maximise learning, while rights-based thinking warns against oversimplification or unfair representation. But these tensions were productive-they shaped classroom safeguards, evidence-first workflows, and transparent disclosure. My conclusion is that ethical AI education requires structure, not just curiosity: transparent prompts, corpus-based safeguards, opportunities for disagreement, and routines for checking claims. What I can do next is refine the activity so students with weaker English or less political background have an equal footing. I can also extend the RAG workflow to include moments where students examine not only what the bot says, but why it retrieved specific pieces of evidence. In this way, the activity becomes not just technically grounded but also ethically grounded.

Jansi Rani Amalraj, India

In our institution, we always schedule online remote meeting for both students and faculty using Zoom during college vacation. I had the responsibility of connecting 50 students for the internship selection process this year where they could interact with the companies allotted. So I had to arrange a virtual meeting where students could interact with company and confirm their internship timing choices. Based on the previous batch experiences, everything went on smoothly where students joined on time and the interview slots were allocated clearly and the entire process was well organised. However, this year things did not go as scheduled. On the scheduled day, five students had Internet issues due to the bad weather conditions reported and overlapping timings due to the delay in connection. And five other students faced login issues due to zoom link expiry and password mismatch errors. Due to these problems students allotted for one particular company alone missed their scheduled slots which lead to confusion and stress. I had to address the parents regarding these issues since this internship had credits for students in their curriculum. As the faculty coordinator, I had to reschedule the meeting forcibly the very next day. The situation happened at home during the odd semester vacation for both students and faculty. The main reason for using Zoom was to connect students virtually and also to make the selection process more flexible and accessible to everyone. I really felt more responsible to fix this issue. I also collected quick feedback from the students and the company about their availability next day, to reschedule the meeting by double checking links and timing to prevent repeated problems. But fortunately, the company gave another opportunity for those 10 students who had connectivity issue without them being missing their internship opportunity. Although, few students experienced a kind of frustration due to the sudden change, but other 40 students were able to appreciate the technology still since it made remote participation possible. From this incident I learnt an experience that even familiar digital tools can fail at times and we need to also plan for a backup idea to support digital well being inorder to reduce stress and anxiety. I also had the same experience when I had to attend a faculty development programmme organised by an institution but they had also planned for a youtube live streaming so an alternate plan was there as a backup so it went on smoothly.

Using Zoom for internship scheduling was both beneficial and negative effects. It has helped to be beneficial because it helps students to get flexible across to company interaction without meeting them in person without travelling. However, it is harmful, since technical issues causes stress, confusion and risk of few students losing internship opportunities if the company is not ready to rescheduled the meeting again.

Consequentialism (Outcome-Based Ethics)
Goal of Zoom was to maximise access and virtual meeting smoother which is a beneficial to many institutions. However, when the system failed, few students faced anxiety and missed internship interview schedule forced a negative impact Although the process had positive impacts, equal benefits were not provided to all students since the technology did not support every student. So a backup alternative plan can minimise harm for everyone.

Rights and Rules Ethics
All the students have equal opportunity in the internship selection process. But when some students faced login issues or time clashes, this right was violated. Clearer consent and verified access links in Zoom for secure logging in Faculty coordinators ave the responsibility to ensure accessibility, reliability of links and transparency in scheduling.

Virtue Ethics
This incident calls for fairness, responsibility, patience and teamwork Practiced adaptability and special care by rescheduling the meeting quickly listening to students concern.

Justice should be central
Technology is useful, but this experience shows that fairness, planning and human responsibilities are still necessary. Ethical use of digital tools for students well being should be given for every student involved.

After applying ethical frameworks to describe and assess the problem, I discovered that while technology can help achieve educational objectives, when it fails, it can also lead to inequality. My conclusion is that, particularly in crucial procedures like scheduling interview selection, ethical digital practices must prove equal access and protect student well being. As I considered the various ethical perspectives, I found agreement that justice and compassion at crucial. Rights and Rules emphasise the need to safeguard student opportunities. Consequentialism concentrates on the results of the students, and Virtue ethics encourages us to behave ethically and assist others in times of need. Each paradigm promotes a distinct priority, although there was no significant disagreement. The most crucial elements in my opinion are fairness and responsibility, since each student deserves a completed product. I learned from this experience that relying solely on technology is dangerous. To make things better in the future, I would Schedule meetings ahead Clearly communicate backup choices Ask for technical assistance ahead of time Verify all students have stress free access to the process. These perspectives demonstrates that preparation, cooperation, and respect for everyone’s rights are needed ethical use of technology in education. All students benefit from equal and equitable compassionate environment when we promote digital well-being.

Kar Yan Alice Wong, Hong Kong, China

Use of Padlet two years ago for Virtual Exchange (COIL) activity with overseas nursing program in one of my nursing course. The experiences of faculty from both sides are really positive that we had use an ice-breaker activity at the beginning of the COIL by having ten rooms of Padlet link for ten groups to have pair up opportunity for students from both sides for assigned into specific room for sharing a self introduction - with photos, with video, with text description. Students learned from each other through the Padlet platform so that they can feel free to upload their self introduction and then they were encouraged to share by means of school email address for the time during COIL in order to stay focused in achieving those course instructions without getting distracted for other personal engagement. Students complied with the course instructions and proceeded for pairing. There was an intrinsic problem that we had 96 students while the overseas program had only 75 students so it was not an even number to pair and therefore initially it created some chaos that required both sides of faculties had to step in to invite some students would pair with more than 1 counterpart students to complete the course assignment after all. The goal have finally achieved for students pair up for learning from peers, while the faculty had also achieved to have our first COIL for both course coordinators of both sides with the support from the Virtual Exchange Center from us and the Global International office of the counter institutions to support the logistics run. We even held a sharing session after the COIL six months later to showcase our team effort and subsequently worked together for three publications related to this COIL activity. This Virtual Exchange activity had explicitly sought for no generative AI use to attempt for authenticity but after this initial COIL, we also think we should be confident that in next round we could use AI generative tool as long as we emphasized the critical use with ethics consideration because in our opinion, we can make the best optimize use of scenario analysis design by allowing students to have the AI to use it for exploratory nature and not forbidden as a whole. The experiences of peer learning have been very open minded that we have valued their connections and exchange of ideas with good values and impact for lifelong learning! I trust we can make good use of the guidelines and principle of proper usage of AI as introduction in future Virtual Exchange activity.

Ethical consideration is always a good practice in use of technology involve options of using AI in the learning and teaching process.

1) Consequentialism:
To maximize the outcome, like suggested by the speaker Ms Gillian CHU, the reputation of wikipedia within the academia has been undermined for long, however, with proper use as background consideration with its broad access over internet users, we should not downplayed and let people to create their own creativity as long as the access for this technology is well built-in on skills as a learning activity among most users to get information across the board to maximize the outcome of learning!

2) Rights and rules:
As AI inspired staff and students with creativity upon information suggested for students to construct and develop insightful work, as long as the rights and rules in using AI is clearly stipulated, this is a civil practice to allow the ground of creativity to utilize AI in ethical manner.

3) Virtue theory:
Not meant for only to follow the rule of using AI ethically, we should exercise humanistic touch and thoughts proactively without losing the soul in having the AI to assist the work with have AI involved in expressive piece of work to be produced.

4) Justice:
Collaborative work in publication is common - as long as we can declare in which part each member is contributing to the work, so I think using AI is also be accounted for as long as we can declare which AI tool and in what way are we using it through the declaration statement will do~!

In evaluation, I admired students in soliciting own ideas along with AI generated options, their utilization at the end with humanistic and machine generated lenses to support their learning, it is a learning process in getting themselves familiar with the AI tools. By having the emerging experience to have their assignment enhanced by AI, as part of the educator community, the use of AI as a discussion is timely and not put it as a disgrace of cheating, but to incorporate the attitude how the AI can be used as tipping point in personal and professional level. Good to remind ethical consideration is not only at beginning and should keep this in mind all the time during the process as learning opportunity!

N. Gunavathy, India

Recent days the use of mobile phone, laptop, tablet allow the students to access to study material, more importantly the use of these devices are used for conducting online exams. We often conduct online quiz, submission of assignments in google classroom or even through whatapps which is a part of the teaching methodology, sometimes flipped classroom are conducted. Not all students possess these devices, hence often we face difficulties where students cannot take their exams or submit their assignments. When they are present physical in the institution this problem has been solved. We teachers provide them the mobile phone of the teachers or even allow such students to make use of the department systems or even the systems available in the library. Recently in the 1st week of October during the Pooja Holidays, an extra day was declared as holiday so that hostel students can go home for the week end. Head of the institution however requested to have online classes for them and conduct, e quiz, assignment or presentations. Since 4 students did not possess mobile, they were not aware of the message regarding online classes and also did not appear for the online quiz conducted. So we had to think of a plan. This showed the condition of few students that how they are deprived of resources. Later when the institution reopened these students who could not access the online, were offered printed exam materials and made to write the exam. So the hurdle faced was tackled. Technology enhances students attention, concentration, retention and recovery, memory. It aids in teaching and reduces stress in teaching and learning. on the other hand technology distracts learning. It takes away their attention from their studies and indulge in social media, films, games, ponography. If used properly these devices are boon to learners. Hence awareness has to be created for the proper and ethical uses of these digital technology.

The ethical impact of digital technology is multifaceted and far reaching. Collection, storage and use of personal data has to be transparent, secure and respect the rights of the people. Mitigating the risk of bias in decision making in AI and ensure fairness in digital systems. The gap between those with access to digital technology and those without has to be addressed to prevent exacerbating inequalities. Digital systems and data has to be protected from cyber threats and spread of false information through online has to be combated and digital literacy has to be promoted. Digital technology has both damaging and beneficial effects depending of its use and management. Damaging effects like addiction and decreased attention span, mental health concerns, cyber bulling and online harassment, sleep disturbances, decreased physical activity are prominent. Beneficial effects can be access to information, education, knowledge, improved communication, opportunities for remote work, learning, entrepreneurship, health care services, health information, enhanced creativity and innovation. The evaluation depends on the use of these technology. I have a neutral assessment.

Digital technologies are boon to people in the current era. We can come to know immediately the happening around the world. Not only that even the very old traditional information can be obtained. If we use wisely it will enhance our knowledge, provide a better place in work place and help for a better future. But if not used properly it will rule us and almost kill us mentally and physically. so the most needed education or sharing of knowledge currently is to use digital technology with ethics. Many a number of programs has to be carried our see that all the people use it correctly and do not fall as a prey to this digital technology. All the ethical features and Frameworks like rights and rules, virtual frameworks and justice frameworks are important for the current situation.