Ethical Reflections on the Use of Artificial Intelligence in Teaching Literature

         The rapid integration of Artificial Intelligence (AI) into educational settings has significantly transformed traditional pedagogical approaches, particularly in the teaching of English literature. While AI tools such as ChatGPT, digital annotation platforms, and automated assessment systems offer new possibilities for enhancing literary learning, they also raise profound ethical questions. This paper critically examines the ethical reflections surrounding the use of AI in teaching literature, focusing on issues of authorship, intellectual autonomy, creativity, and academic integrity. It explores how AI-mediated interpretation might alter the humanistic essence of literary engagement, potentially shifting students’ roles from critical thinkers to passive recipients of machine-generated insights. The study discusses the tension between technological efficiency and the preservation of subjective, interpretive, and emotional dimensions that define literary study. Furthermore, it analyzes the implications of algorithmic bias, data privacy, and over reliance on AI in academic spaces. Drawing from educational ethics, digital humanities, and literary pedagogy, this paper argues for a balanced approach that integrates AI as a supportive pedagogical tool rather than a replacement for human intellect and empathy. By fostering ethical awareness among educators and learners, the study emphasizes the importance of maintaining the moral and creative integrity of literature teaching in an AI-driven world. Ultimately, the research underscores the need for reflective frameworks that ensure technology serves the discipline’s humanistic goals rather than undermining them.