{"id":33669,"date":"2026-03-12T08:41:20","date_gmt":"2026-03-12T07:41:20","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=33669"},"modified":"2026-03-12T08:48:02","modified_gmt":"2026-03-12T07:48:02","slug":"teachers-code-of-ethics-and-technology","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/teachers-code-of-ethics-and-technology\/","title":{"rendered":"Teachers\u2019 code of ethics and technology"},"content":{"rendered":"

Technology is not merely a tool. \/ AI-created image<\/p>\n

 <\/p>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

Many teachers are unaware of the existence of a Teachers\u2019 Code of Ethics<\/strong> (TCE) intended to guide professional practice. This applies both to early-career teachers and to some with decades of experience. It should be made clear from the outset that this is not their fault if no one has previously informed them of the existence of such a code\u2014still less that some of these codes explicitly address educational technology. In this respect, I would like to highlight the TCE approved in 2021 by the Col\u00b7legi Oficial de Doctors i Llicenciats en Filosofia i Lletres i en Ci\u00e8ncies de Catalunya<\/em>, as it explicitly incorporates a commitment by teachers to the responsible and ethical use of technology. This is a strategic step, and one that can be extrapolated to other contexts regardless of differences between education systems. It concerns teachers at all educational levels, not only those who teach technological subjects.<\/p>\n

Technology is not merely a tool. It entails a system of practices with social impact. Every technological decision<\/strong> taken in the classroom\u2014just as in society, or in the laws and regulations that govern technology\u2014has consequences. It affects citizenship, privacy, students\u2019 autonomy, equity, and the educational ecosystem as a whole. It also concerns, and should involve, families. Internal regulations within schools are of limited value if, outside their walls, a digital \u201cWild West\u201d prevails.<\/p>\n

The TCE structures the teaching profession around several specific commitments: towards students, towards the profession, towards knowledge<\/strong>, and towards society. In the case of the Catalan TCE, a specific commitment regarding the responsible and ethical use of technology is added. This is far from trivial and remains uncommon in other international codes, including some promoted by UNESCO (see Ardila and Hern\u00e1ndez-Fern\u00e1ndez, 2024, for a general review).<\/p>\n

The underlying approach is clear. Students constitute a vulnerable group. Consequently, the use of technology must be pedagogically justified<\/strong>, safe, and proportionate. It is not enough to introduce apps or artificial intelligence into subjects on a discretionary basis and expect students to self-regulate. Education is required. Timeframes, contexts, and educational purposes must be regulated. Risks such as cyberbullying, overexposure, addiction, or the inappropriate use of personal data must be prevented and avoided. Just as language teachers bear greater responsibility for spelling, technology teachers should bear greater responsibility here (where the system allows them to survive), although no one is exempt from their share of responsibility.<\/p>\n

Teachers across all subject areas have concrete obligations: to update their digital competences; to be familiar with data protection regulations; to prevent plagiarism; to use secure platforms; to separate personal and professional lives on social media\u2014something that so-called teachtokers<\/em>, for example, often fail to do when they turn their classrooms into tools for increasing likes or online visibility; to intervene in digital incidents affecting the school; and to ensure the confidentiality of academic information. Enough of uploading students\u2019 work or materials to the internet: their privacy must be protected and the law respected.<\/p>\n

Furthermore, equity in access to technology must be promoted. Online tasks should be planned realistically. Teachers should explain not only the benefits of digital tools, but also their limitations and risks. The biases of artificial intelligence and their educational implications must be analysed. Students should be educated in critical thinking in relation to algorithms and digital surveillance\u2014sometimes promoted by schools themselves or by the business models of major technology companies, which are based on student data, often obtained without the consent of students or their families, in violation of existing data protection laws.<\/p>\n

It is important to stress that defending technological education<\/strong>\u2014a position I support\u2014does not entail the indiscriminate or uncritical digitalisation of education. Technological culture can and should be promoted without multiplying devices, in line with the TCE. Any credible code of ethics must explicitly incorporate technology and techno-ethics into its commitments. This is not optional. It is part of the professional duty of educators and concerns the entire teaching staff. To sidestep technology is to ignore part of our professional obligations.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n
Area<\/td>\nKey guidelines<\/td>\n<\/tr>\n
Professional development<\/td>\nOngoing training in technological tools relevant to one\u2019s specialism.<\/td>\n<\/tr>\n
Legality and data<\/td>\nCompliance with data protection laws and regulations. Protection and confidentiality of personal data within the educational community.<\/td>\n<\/tr>\n
Safety and wellbeing<\/td>\nPrevention of cyberbullying, misuse, abuse, and addiction. Use of safe environments and platforms, safeguarding mental and physical health.<\/td>\n<\/tr>\n
Digital identity<\/td>\nApplication of the principle of prudence on social media. Separation of personal and professional life, and restriction on the use of classroom data.<\/td>\n<\/tr>\n
Equity<\/td>\nEnsuring equal access to technology and preventing the digital divide among students.<\/td>\n<\/tr>\n
Pedagogical use<\/td>\nPutting technology at the service of learning. Appropriate planning of online tasks and respect for the right to disconnect.<\/td>\n<\/tr>\n
Critical thinking<\/td>\nClassroom analysis of algorithmic bias and the social impact of technology.<\/td>\n<\/tr>\n
Professional ethics<\/td>\nAssuming professional responsibility for every technological decision. Exemplarity and personal coherence.<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n

Table I. Summary of professional guidelines for teachers\u2019 commitment to the responsible and ethical use of technology in the classroom.<\/p>\n

 <\/p>\n

Table I summarises some guidelines that I would recommend to colleagues in the profession. Technology is a structural component of teaching. The ethical framework proposed here explicitly acknowledges this and requires it to be addressed with professional rigour. Digital competence without ethics is insufficient. Regulation, prudence, and critical reflection must accompany any educational innovation that incorporates technology. This commitment does not rest solely with technology teachers. It is a shared responsibility of all educators, and, of course, of their superiors: school leadership teams, education departments, inspectorates, and, most importantly, legislators. Unfortunately, ethics remains largely absent from both initial and continuing teacher education, as well as from education laws and their accompanying regulations<\/strong>.<\/p>\n

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References:<\/strong><\/h6>\n

Ardila, M. & Hern\u00e1ndez-Fern\u00e1ndez, A. (2024). Codi deontol\u00f2gic docent: una perspectiva global per a una actuaci\u00f3 local.\u00a0Informe t\u00e8cnic UPC<\/em>,\u00a0https:\/\/hdl.handle.net\/2117\/416351<\/a>.<\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2025). Tecnologia, tecno\u00e8tica i codi deontol\u00f2gic docent.\u00a0Revista de tecnologia<\/em>, 13, p. 56-59. DOI: 10.2436\/20.2004.01.69.\u00a0https:\/\/hdl.handle.net\/2117\/442517<\/a><\/p>\n

UNESCO (2023).\u00a0C\u00f3digo deontol\u00f3gico de la profesi\u00f3n docente<\/em>.\u00a0https:\/\/etico.iiep.unesco.org\/sites\/default\/files\/2023-03\/Spain_CE.pdf<\/a><\/p>\n

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Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

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