Is that a Guideline? Addressing Learning in Ethics Guidelines Through a PRISMA-ETHICS informed Scoping Review of Guidelines

Objectives: There have been recent calls for new ethics guidelines regarding the use of artificial intelligence in research. How should we go about developing such ethics guidance documents with respect to emerging contexts such as new technologies, and established domains such as research in education? This paper provides a PRISMA-ETHICS informed scoping review of approaches to ethics guideline development, the structures of ethics guidelines, and their audiences and purposes particularly in the context of education and AI. Search and synthesis approach: A broad search of scholarly and grey literature was conducted to identify both ethics guidelines and material discussing their development; n = 592 distinct items were identified, including 182 that identified via recent reviews of AI ethics guidelines. n = 47 guideline-sets were identified as meeting our criteria as ‘guidelines’. Data extraction and analysis: Guidelines were analysed with respect to their development approach, audience and purpose, and structural elements through which guidance is delivered; most included statements regarding their development approach (79%) and audience (72%) typically in 1-2 paragraphs in the introduction. Where evidence underpinning the guidance was discussed, it was largely at a global content level (69%), rather than with respect to the specific context/domain of the guideline use, principles drawn on, or approaches and strategies one might adopt in navigating ethical issues (23, 29, and 21% respectively). Consultation with stakeholders and experts were the most common forms of evidence. Across the guidelines there are commonalities in the majority including: an overview statement of the topic, audience, and guideline purpose; an indication of rights or license describing reuse conditions; an overview of the ethical concepts and their detailed elaboration; challenging cases or edge issues; and approaches or strategies one might adopt to navigate these. However, only the first element (overview) was present in all guidelines, a finding born out in the further analysis of items relating specifically to AI and education. Recommendations regarding the development of ethics guidelines, and their structure are provided. Funding: The work was supported through internal funding providing release of the author’s time. Systematic review registration: The review was not pre-registered.