A Systematic Literature Review of Ethical Frameworks in Computer Science for K-12 and Higher Education

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Abstract

Objectives
We aim to better understand the overall landscape of existing research on the ethics and social impacts of computer science (CS) education through a systematic literature review (SLR). Specifically, we focus on examining how ethics is conceptualized and integrated across K-12 and higher education contexts, with particular attention to the ethical frameworks employed and the grade-level focus.

Background
As computing becomes deeply embedded in our daily lives, it is increasingly important to understand how it shapes the ways we learn, communicate, and make decisions. Computing is not objective or neutral, and its growing influence has brought greater attention to ethical and social issues such as bias, inequality, and injustice (Grosz et al., 2019; Yadav et al., 2022). CS education should therefore not only develop technical skills, but also frame computing within its broader social context. In response, it is essential to examine how ethics and social issues are currently addressed in CS education and to understand how research and practice are supporting educators and students in engaging with these challenges throughout the CS education.

Methods
This presentation draws on data from a SLR conducted as a part of a larger research project on the ethics and social impacts of CS education across K-12 and higher education. Following the framework proposed by Mengist et al. (2020), we applied a six-step process: Protocol, Search, Appraisal, Synthesis, Analysis, and Reporting. This involved developing a research protocol, defining the scope, constructing a search strategy, selecting appropriate search venues, and conducting a screening process based on predefined inclusion and exclusion criteria.

Results
A total of 59 articles were identified, each presenting one or more ethical frameworks either explicitly or implicitly. From this analysis, seven distinct ethical frameworks emerged, categorized by their frequency of appearance across the studies (as the categories are not mutually exclusive): justice-centered (52.5%), consequentialism (35.6%), deontology/duty-based ethics (34%), virtue-based ethics (20.3%), pragmatism (13.6%), technological ethics of care (11.9%), and Indigenous ethics (5.1%). More importantly, the analysis reveals a stark imbalance in how different grade bands are represented. Among the 59 articles, 45 primarily address higher education in discussions of ethics and the social impact of CS education, while only 11 focus on K-12 contexts. Two articles do not specify the grade-level, and one addresses ethics across all grade bands.

Scholarly Significance
This SLR reveals a diverse range of ethical frameworks in CS education research across K-12 and higher education. However, there is still limited research offering practical applications to support educators in meaningfully addressing ethics and social issues. Additionally, the stark imbalance in grade-level representation highlights a critical gap. Limited attention to K-12 learners may hinder the development of a coherent and developmentally appropriate foundation for ethical reasoning. This review emphasizes the need for more strategically scaffolded, grade-level–appropriate approaches to ethics integration in CS education, with greater emphasis on supporting younger learners in engaging with the ethical and social issues of computing.

Authors

• Hyein Jee, Michigan State University

• Brooke Starks, Michigan State University

• Xinyue Zhou, Michigan State University

• Michael L. Lachney, Michigan State University

• Rafi Santo, Telos Learning LLC

• Jean J. Ryoo, University of California - Los Angeles