The ethical AI policy in hei’s academic sphere: Advancing digital sustainability and social inclusion through learning quality assurance

¹ Undergraduate Program of Education Management, Faculty of Education, Universitas Negeri Surabaya, Indonesia
² Department of Educational Policy and Leadership, The Education University of Hong Kong, Lo Ping Rd, Hong Kong

^* Corresponding author: shellyandari@unesa.ac.id

Abstract

This study explores the integration of ethical Artificial Intelligence (AI) policies within academic quality assurance at Universitas Negeri Surabaya (Unesa), focusing on their impact on digital sustainability and social inclusion. Using qualitative data analysis through NVivo, the research identifies key themes in policy implementation, stakeholder perceptions, and institutional challenges. Findings indicate that while Unesa has begun embedding ethical AI into curriculum assessment and academic honesty frameworks, practices remain inconsistent across faculties. Social inclusion efforts, especially for students with disabilities, are supported through inclusive digital tools and formal regulations. However, infrastructural and digital literacy gaps continue to disadvantage students from marginalized communities. This study reveals ambiguity in ethical AI definitions, limited faculty training, and student anxiety due to unclear policy communication. Despite these challenges, opportunities emerge for policy refinement through participatory governance, adaptive training, and alignment with international accreditation standards. The research concludes that ethical AI integration must be treated not only as a compliance measure but as a strategic, inclusive framework to enhance academic integrity, institutional resilience, and equitable access to learning in the digital age. This positions ethical AI is a central pillar in advancing quality education and digital transformation in higher education institutions.