A Longitudinal Analysis of Public Discourse on AI Ethics in Education Using Twitter Data

• URL: http://arxiv.org/abs/2607.12295v1
• Date: Tue, 14 Jul 2026 03:08:47 GMT
• Title: A Longitudinal Analysis of Public Discourse on AI Ethics in Education Using Twitter Data
• Abstract summary: We analyse five years of discourse on Twitter (now X) to trace the evolving public conversation around AI ethics in education.<n>We find that the discourse has been predominantly positive across the observation period, with negative sentiment concentrated around specific ethical controversies.<n>Rather than reflecting a polarized debate, public discourse appears pragmatic and largely receptive to AI integration.
• Score: 0.0
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• Abstract: The rapid integration of artificial intelligence (AI) and generative AI (GenAI) into education presents significant opportunities to enhance teaching and learning, while raising ethical concerns about the responsible use of these technologies in educational settings. Understanding how the public perceives and debates these issues is increasingly important for educators, institutions, and policymakers seeking to integrate AI responsibly and equitably. Social media platforms, where such debates unfold frequently and at scale, offer a valuable lens for capturing large-scale, real-time public reactions to key developments as they emerge. In this study, we analyse five years (2019-2024) of discourse on Twitter (now X) to trace the evolving public conversation around AI ethics in education, paying particular attention to the release of ChatGPT as a pivotal moment that reshaped the nature and tone of that discourse. Using BERT-based topic modelling and SetFit sentiment analysis to identify dominant themes and track sentiment over time, we find that the discourse has been predominantly positive across the observation period, with negative sentiment concentrated around specific ethical controversies. More recently, anxieties about academic integrity and the broader implications of generative AI have come to dominate the conversation. Rather than reflecting a polarized debate, public discourse appears pragmatic and largely receptive to AI integration, though accompanied by growing calls for ethical oversight and institutional accountability. By providing a longitudinal account of public sentiment surrounding AI ethics in education, this study informs educators, institutions, and policymakers an empirically grounded understanding of public expectations, informing the development of responsible, transparent, and equitable approaches to AI integration across educational contexts.

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