Digital Ethics Governance in Educational Communication: A Systematic Review of Data Privacy and Generative AI in Algorithmic Learning Environments

Abstract

This article examines how digital ethics is conceptualized, practiced, and governed in educational communication within increasingly algorithmic learning environments. The study employed a PICO-based systematic literature review (SLR) combined with preliminary bibliometric mapping to explore the research landscape of digital ethics, education, and communication. The study utilized literature data from the Scopus database covering English-language publications within the search period available in the bibliometric materials, resulting in an initial corpus of 212 articles related to digital ethics and educational communication. Following relevance screening based on research focus, educational context, and availability of substantive information, 10 journal articles were selected as the final studies for in-depth analysis. The review applied bibliometric mapping and thematic synthesis approaches to identify research patterns, major concerns, and knowledge gaps. The thematic synthesis identified four recurring themes: institutional governance and policy communication, digital competence including netiquette and digital citizenship, learning data ethics, and the responsible use of generative AI and chatbots. The bibliometric findings indicate that research on digital ethics in educational communication continues to expand; however, the field remains fragmented, geographically uneven, and requires more empirical studies focusing on educational communication practices. The principal contribution of this article is the development of an integrative framework connecting institutional policy, communicative competence, data governance, and AI responsibility to provide a broader understanding of ethical practices in digital educational communication.