Analysis of the Possible Issues Caused by the Application of GenAI in Education and the Corresponding Solutions

Abstract

This paper examines the multifaceted problems arising from the integration of Generative Artificial Intelligence (GenAI) in educational systems, focusing on three critical dimensions: hallucination, unfairness, and privacy. First, the study interrogates the epistemic crisis triggered by GenAI’s propensity for hallucination—generating plausible but factually inaccurate content—arguing that its uncritical adoption in education risks entrenching misinformation and undermining intellectual autonomy in the post-truth era. Second, it critiques systemic unfairness rooted in global asymmetries, where GenAI entrenches data colonialism by disproportionately benefiting technologically advanced regions while marginalizing under-resourced communities. Third, the paper explores privacy violations through the lens of Foucault’s digital panopticon, demonstrating how GenAI-enabled surveillance—via behavioral tracking, cognitive profiling, and data monetization—transforms classrooms into sites of pervasive control. To address these challenges, the study proposes interdisciplinary solutions, and by synthesizing critiques of epistemic reliability, global justice, and privacy erosion, this paper contributes to urgent debates on balancing GenAI’s transformative potential with its risks to the field of education an increasingly algorithm-driven world.