Artificial intelligence regulation in Brazil, the EU, and the UK and its impacts on education

Abstract

The increasing integration of artificial intelligence (AI) into education brings opportunities and challenges. Appropriate, effective regulation is needed to address ethical, privacy, and algorithmic bias issues, ensuring that AI is used fairly, ethically, and equitably in education. This paper critically examines the current regulatory frameworks in Brazil, the European Union (EU), and the United Kingdom (UK), shedding light on their impact on educational systems. The EU’s AI Act identifies high-risk AI applications in education, such as those used for admissions, assessments, and monitoring behavior, raising concerns about potential bias and inequality. The UK’s flexible, innovation-driven approach highlights the importance of sector-specific oversight but risks inconsistencies in implementation. In Brazil, AI regulation is still developing, with ongoing legislative efforts focusing on balancing innovation with ethical considerations and rights protection. We argue that for AI to benefit education without exacerbating existing inequalities, regulatory frameworks must address algorithmic bias, promote AI literacy, ensure transparency, and protect privacy. The comparative analysis reveals gaps in those three regulations and emphasizes the need for adaptable, context-specific strategies prioritizing ethical AI integration in education. We also provide some recommendations to be addressed on those regulations to safeguard our educational practices and offer clearer guidance to educators.