The Paradox of AI Governance in East Asian Confucian Cultural Sphere: A Study on the Conflict between Technological Rationality and the Dignity of the Teaching Profession in Primary and Secondary Education
Article Sidebar
Main Article Content
Abstract
: In East Asian societies shaped by Confucian traditions, the introduction of artificial intelligence (AI) in school education has created significant tensions between technology-driven systems and teachers' core values. This research investigates conflicts emerging from AI management approaches in classrooms, focusing on ethical dilemmas and educators' sense of professional identity. Using surveys, interviews, and classroom observations, the study uncovers how smart education tools interact with traditional Confucian teaching practices in practical ways. For example, the study found that AI systems designed to standardize student evaluations often clash with teachers' preference for relationship-based assessment - a key example of the multi-layered interactions between new technologies and cultural traditions. Findings show a basic conflict between AI's focus on efficiency metrics and the human-centered approach valued in Confucian education, highlighting the need for balanced management solutions. The analysis suggests practical ways to preserve teaching's essential human qualities while carefully using AI tools, providing concrete advice for education leaders. This research contributes to global conversations about ethical AI use in schools and proposes culturally sensitive approaches to technology adoption in Confucian-inspired education systems.
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
[1] Lartey, D., & Law, K. M. Y. (2025). Artificial intelligence adoption in urban planning governance: A systematic review of advancements in decision-making, and policy making. Landscape and Urban Planning, 258.
[2] Li, Y., Fan, Y., & Nie, L. (2023). Making governance agile: Exploring the role of artificial intelligence in China’s local governance. Public Policy and Administration, 40(2), 1–26.
[3] Li, J., & Wang, Q. (2019). Confucian ritual propriety in contemporary Chinese classrooms. Journal of Moral Education, 48(3), 321–337.
[4] Tan, C. (2020). Confucian philosophy and contemporary ethical assessment practices. Comparative Education Review, 61(2), 45–67.
[5] Ho, E. S.-C. (2021). Teacher-student relationships in Confucian heritage cultures: A mixed-methods study. Asia Pacific Journal of Education, 42(1), 89–104.
[6] Criado, J. I., Sandoval Almazán, R., & Gil García, J. R. (2025). Artificial intelligence and public administration: Understanding actors, governance, and policy from micro, meso, and macro perspectives. Public Policy and Administration, 40(2), 143–165.
[7] You, Z., Wang, Y., & Xiao, Y. (2025). Analysing the suitability of artificial intelligence in healthcare and the role of AI governance. Health Care Analysis: HCA: Journal of Health Philosophy and Policy. Advance online publication.
[8] Işık, C., Ongan, S., & Islam, H. (2025). Driving energy transition through artificial intelligence: Integrating economic, environmental, social, and governance (ECON-ESG) factors in OECD countries. Journal of the Knowledge Economy. Advance online publication.
[9] Kim, J., & Lee, H. (2024). Implementation of AI education platforms in South Korean schools: A cultural and technical perspective. Journal of Educational Technology & Society, 27(3), 45–62.
[10] Tanaka, Y., & Saito, T. (2023). Ethical issues in AI-assisted teaching tools in Japanese education. Ethics and Information Technology, 25(2), 123–135.
[11] Nguyen, P., & Pham, T. (2024). A systematic analysis of AI in education across Southeast Asia. International Journal of Educational Development, 82, Article 102234.
[12] Zhang, L., & Wang, X. (2023). The urban-rural divide in AI education in China: Resource inequality and its impact. Chinese Education & Society, 56(4), 56–78.
[13] Liu, Y., & Li, M. (2024). Governance frameworks for AI in education: A policymaker’s perspective. Policy Futures in Education, 22(3), 345–360.
[14] Dunleavy, P., & Margetts, H. (2023). Data science, artificial intelligence and the third wave of digital era governance. Public Policy and Administration, 40(2), 143–165.
[15] Wang, S., & Zhang, H. (2025). Enhancing environmental, social, and governance performance through artificial intelligence supply chains in the energy industry: Roles of innovation, collaboration, and proactive sustainability strategy. Renewable Energy, 245.
[16] Zhou, X., Li, G., Wang, Q., Li, Y., & Zhou, D. (2025). Artificial intelligence, corporate information governance and ESG performance: Quasi-experimental evidence from China. International Review of Financial Analysis, 102.
[17] Saba, C. S. (2025). Artificial intelligence (AI)-poverty-economic growth nexus in selected BRICS-Plus countries: Does the moderating role of governance matter? AI & Society. Advance online publication.
[18] Nong, P., Maurer, E., & Dwivedi, R. (2025). The urgency of centering safety-net organizations in AI governance. NPJ Digital Medicine, 8(1), Article 117. https://doi.org/10.1038/s41746-025-01479-4
[19] Krook, J., Winter, P., Downer, J., & Blockx, J. (2025). A systematic literature review of artificial intelligence (AI) transparency laws in the European Union (EU) and United Kingdom (UK): A socio-legal approach to AI transparency governance. AI and Ethics. Advance online publication.
[20] Mueller, M. L. (2025). It's just distributed computing: Rethinking AI governance. Telecommunications Policy, 49(3), Article 102702. https://doi.org/10.1016/j.telpol.2025.102702
[21] Barus, O. P., Hidayanto, A. N., Handri, E. Y., Sensuse, D. I., & Yaiprasert, C. (2025). Shaping generative AI governance in higher education: Insights from student perception. International Journal of Educational Research Open, 8, Article 100415. https://doi.org/10.1016/j.ijeduro.2025.100415