AI, Ethics, and Human-Centered Policy in Albanian Education

Abstract

The integration of Artificial Intelligence (AI) into education is reshaping pedagogical practices, policy frameworks, and ethical standards worldwide. This paper explores how AI is transforming educational policy and teaching in Albania, a country still adapting to the post-pandemic digital era. Drawing upon comparative policy analysis and global frameworks from UNESCO, the European Union, and the OECD, the study identifies significant gaps between Albania’s current legal structures and international standards. While European education systems emphasize ethical governance, teacher AI literacy, and digital inclusion, Albania’s higher education law (Law No. 80/2015) remains silent on online learning, AI ethics, and data protection. The COVID-19 crisis accelerated technological adoption but revealed the absence of systemic readiness. The paper argues for a human-centered AI policy that links innovation to ethics, proposing reforms for 2025–2030 to align with European directives. Additionally, the research highlights the critical role of teachers as ethical mediators in AI-supported classrooms, emphasizing that technological integration must be accompanied by moral awareness and cultural adaptation. The findings also suggest that Albania’s alignment with the EU Artificial Intelligence Act (2024) could foster a coherent framework for accountability, transparency, and fairness in digital education. Through a multidisciplinary approach, this study provides both analytical and policy-oriented insights into how developing educational systems can balance innovation with human dignity, ensuring that Artificial Intelligence becomes a catalyst for inclusive, equitable, and ethically grounded education.