2026 ASEE Annual Conference & Exposition

Artificial intelligence (AI) has transformed numerous sectors of society, most notably education (Tahmasebinia et al., 2024). The key observable outcomes include the possibility of personalized learning, the automation of assessment processes, and assistance for teacher and student decision-making (Johri et al., 2023; Qadir, 2023). Therefore, it is crucial to comprehend how to develop policies, practices, and training programs that incorporate both the potential of these technologies and the actual conditions for their implementation. The ethical, pedagogical, and responsible use of such technologies in emerging countries such as Brazil necessitates a focus on disparities in infrastructure, teacher training, and access (Sharma et al., 2022). This concern is supported by the ease with which these tools may provide answers, reports, and outcomes, which may reduce the cognitive involvement required for effective learning development. The goal of this research is to provide guidelines for the use of AI in education in emerging contexts, assisting institutions and faculty members in the critical and equitable integration of these tools. To create the guidelines, a benchmarking study was conducted with three US colleges, mapping institutional norms and policies that govern the ethical and pedagogical use of AI. In parallel, interviews with faculty members and students from a Brazilian university were undertaken to learn how these tools are being used and to validate and improve the proposed ethical, pedagogical, and technical principles. This combination of methodologies allowed us to identify issues, opportunities, and best practices relevant to the Brazilian context, particularly in terms of faculty member training and curriculum adaptation. As a result, a set of guidelines were developed to guide the use of AI in education in emerging contexts, including: (i) allowing faculty autonomy to restrict or encourage the use of AI tools in their practices; (ii) promoting continuous faculty training and professional development focused on pedagogical and technological competencies; (iii) fostering open dialogue with students about ethics, authorship, and learning in the use of AI; and (iv) ensuring curriculum and infrastructure adjustments that guarantee equitable access and use. The suggested recommendations aim to improve institutional trust and create an ethical and critical integration of these technologies in higher education by recognizing the existing reality of AI usage and encouraging discourse among the various parties involved in this process. As a result, the study presents a practical reference that can be replicated and adapted in a variety of Brazilian educational institutions, helping to build more inclusive, reflective, and technologically aware educational environments.