تأثیر یادگیری هوشمند بر ارزش‌های اخلاقی دانشجویان: مروری نظام‌مند بر پژوهش‌های ایران

زینب صداقتیان

Authors

Zeinab Sedaghatian Department of Humanities (Islamic learning), National University of Skills (NUS), Tehran, Iran Corresponding author https://orcid.org/0009-0006-1571-0947

Keywords:

Smart learning, ethical values, higher education, professional ethics, scientific integrity, systematic review

Abstract

This study aimed to systematically review Iranian research on the effect of smart learning on students’ ethical values and to explain its ethical, educational, and technological implications in higher education. This study was conducted as a systematic review. The research population included all Iranian studies published in Persian or English on smart learning, smart education, e-learning, artificial intelligence in education, and students’ ethical values. The search was conducted in SID, Magiran, Civilica, Noormags, Ensani, IranDoc, Google Scholar, Scopus, Web of Science, and ScienceDirect for studies published between 2013 and 2026. In the initial search, 286 records were identified. After removing duplicates, screening titles and abstracts, reviewing full texts, and assessing methodological quality, 24 eligible studies were included in the final analysis. Data were collected using a data extraction form and a methodological quality appraisal checklist. Due to heterogeneity in research designs, instruments, smart learning components, and ethical outcomes, data were analyzed using narrative synthesis and thematic analysis. The inferential synthesis of the included studies indicated that smart learning had the strongest positive effects on academic responsibility, ethical self-regulation, commitment to learning, and educational justice. Responsibility was supported in 19 studies, self-regulation in 17 studies, educational justice in 16 studies, and academic honesty in 14 studies. Thematic analysis showed that the ethical impact of smart learning depended on instructional design quality, assessment methods, students’ digital literacy, transparency of regulations, and instructor support. The most important ethical challenges identified were data privacy, digital cheating, technological dependence, excessive monitoring, and reduced human interaction. Smart learning in Iranian higher education can contribute to strengthening students’ ethical values, but its effect is neither automatic nor unconditional. Its success depends on ethical design, transparent implementation, responsible supervision, and human-centered educational practice. Universities should develop digital ethics frameworks, train students and instructors in responsible technology use, ensure equitable access, protect student data, and preserve the formative role of instructors in smart learning environments.

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