Exploring the Ethical and Psychological Challenges of Integrating Generative Artificial Intelligence into the Curriculum of Iran’s Educational System: Developing a Conceptual Model

Abstract

This study aimed to explore the ethical and psychological challenges associated with integrating generative artificial intelligence into the curriculum of Iran’s educational system and to develop a conceptual model explaining the determinants, consequences, and management strategies of this integration. This qualitative study was conducted using a grounded theory approach. The study population consisted of curriculum specialists, educational technologists, artificial intelligence experts, educational psychologists, ethics scholars, and educational administrators in Tehran. Participants were selected through purposive and snowball sampling, and data collection continued until theoretical saturation was achieved. A total of 22 experts participated in the study. Data were collected through semi-structured in-depth interviews and analyzed using open, axial, and selective coding procedures. To ensure trustworthiness, member checking, peer review, and constant comparative analysis were employed throughout the research process. The analysis resulted in the extraction of 281 initial codes, 12 subcategories, and 3 major categories. Findings indicated that ethical and psychological challenges constituted the most influential dimensions affecting the integration of generative AI into educational curricula. Among ethical concerns, privacy and data security, diminished learning authenticity, and algorithmic bias emerged as the most significant issues. Within the psychological domain, reduced critical thinking, decreased cognitive self-efficacy, technological dependency, and weakened social interactions were identified as the primary concerns. The findings further revealed that teacher readiness, legal frameworks, technological infrastructure, and AI literacy levels play critical roles in shaping the outcomes of AI implementation. Based on the results, a conceptual model comprising causal conditions, contextual factors, intervening conditions, strategic responses, and consequences was developed. The findings demonstrate that integrating generative artificial intelligence into educational curricula is a multidimensional process requiring simultaneous consideration of ethical, psychological, educational, and governance-related dimensions. Effective implementation depends on the establishment of ethical frameworks, enhancement of AI literacy, curriculum redesign, and the development of appropriate monitoring mechanisms. Without such measures, the risks of diminished critical thinking, privacy violations, educational inequality, and reduced learning quality are likely to increase.