  This scoping review explores the ethical challenges of using ChatGPT in
higher education. By reviewing recent academic articles in English, Chinese,
and Japanese, we aimed to provide a deep dive review and identify gaps in the
literature. Drawing on Arksey and O'Malley's (2005) scoping review framework,
we defined search terms and identified relevant publications from four
databases in the three target languages. The research results showed that the
majority of the papers were discussion papers, but there was some early
empirical work. The ethical issues highlighted in these works mainly concern
academic integrity, assessment issues, and data protection. Given the rapid
deployment of generative artificial intelligence, it is imperative for
educators to conduct more empirical studies to develop sound ethical policies
for its use.
