The integration of artificial intelligence (AI) on college campuses is raising significant legal and ethical concerns, particularly around copyright and intellectual property rights. Authors and educators are increasingly worried about the use of their digitized content to train AI models, viewing it as an infringement on their rights as creators [1]. This issue highlights the tension between the advancement of AI technologies and the protection of intellectual property.
Recent legal decisions have varied across jurisdictions. In the United States, courts have generally favored AI publishers under the doctrine of "fair use," allowing the use of digitized content for AI training [1]. For instance, a Californian judge ruled in June 2025 that the AI company Anthropic's use of digitized books constituted fair use, despite authors' objections [1]. Similarly, Meta's AI model, Llama, was permitted to use creative works without significant legal repercussions [1]. These rulings have heightened concerns among authors about the potential erosion of their market and rights.
In contrast, French law offers more robust protections for authors, enabling them to prevent unauthorized use of their works by AI systems [1]. However, the global nature of AI companies poses challenges. These corporations often possess substantial resources, making it difficult for individual authors to assert their rights effectively on an international scale [1].
To address these challenges, collective legal actions are suggested as a viable strategy for authors and educators to protect their intellectual property rights against powerful AI corporations [1]. Such collective efforts could help balance the scales, ensuring that the integration of AI in higher education respects creators' rights and promotes ethical practices.
These developments have significant implications for AI integration in higher education. Faculty members must be aware of the legal landscape surrounding AI to navigate these challenges effectively. Understanding the ethical and legal considerations is crucial for fostering AI literacy and ensuring that AI adoption on campuses advances education while respecting intellectual property rights. By engaging with these issues, educators can contribute to shaping policies that uphold social justice and promote responsible AI use in academic settings.
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[1] *Intelligence artificielle : quels droits pour les auteurs face aux algorithmes gloutons ?*
The integration of artificial intelligence (AI) in education is witnessing significant advancements emphasizing ethical and pedagogical practices. A prime example is Mathew, an AI-based educational platform recognized as one of the most promising EdTech companies in Europe by HolonIQ for its innovative and screen-free AI usage [1]. Mathew highlights the importance of developing AI models that support rather than replace educators, aligning with the ethical considerations crucial in educational settings.
Mathew plans to introduce AI-assisted analog assessments by 2025–2026, capable of scanning and correcting handwritten activities [1]. This innovation aims to save teachers time and provide personalized learning experiences for students. By blending AI technology with traditional teaching methods, educators can enhance efficiency while maintaining the value of handwriting and manual problem-solving in learning processes.
The platform is set to offer real-time student progress tracking, personalized recommendations, early risk detection, and improved accessibility [1]. These features support a more inclusive and adaptive curriculum, allowing educators to tailor instruction to individual student needs. Such tools can foster greater engagement and success among diverse student populations, addressing key aspects of AI literacy and its application in higher education.
Mathew aims to integrate with platforms like Moodle, Microsoft, and Google Classroom, enhancing the educational experience through innovative and human-centered approaches [1]. This interoperability facilitates the adoption of AI tools in existing educational infrastructures, promoting cross-disciplinary AI literacy integration and offering global perspectives on AI's role in education.
While AI presents numerous opportunities, there is an ongoing discussion about its potential to replace certain teaching functions. Mathew positions its AI as a supportive tool, emphasizing that it is designed to assist educators rather than substitute them [1]. Addressing this concern is vital to ensure that AI implementations in education uphold ethical standards and reinforce the indispensable role of teachers in fostering student development.
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[1] *La startup educativa más prometedora de Europa por su uso innovador de la IA sin pantallas*