  Artificial intelligence experts often question whether AI is fair. They view
fairness as a property of AI systems rather than of sociopolitical and economic
systems. This paper emphasizes the need to be fair in the social, political,
and economic contexts within which an educational system operates and uses AI.
Taking Swedish decentralized compulsory education as the context, this paper
examines whether and how the use of AI envisaged by national authorities and
edtech companies exacerbates unfairness. A qualitative content analysis of
selected Swedish policy documents and edtech reports was conducted using the
concept of relevant social groups to understand how different groups view the
risks and benefits of AI for fairness. Three groups that view efficiency as a
key value of AI are identified, and interpreted as economical, pedagogical and
accessibility-related. By separating fairness from social justice, this paper
challenges the notion of fairness as the formal equality of opportunities.
