Qinqin Li

The widespread application of generative artificial intelligence in education has brought about abuse risks such as academic fraud, AI-assisted ghostwriting, data privacy leakage, and teaching ethics violations.With the rapid iteration and extensive application of generative artificial intelligence (AIGC) technology, the risks of its abuse have evolved from potential threats into multiple practical problems, including technological out-of-control, ethical disorder, and institutional deficiency. Grounded in collaborative governance theory, risk society theory, and technological ethics framework, this paper adopts case analysis and comparative research methods to dissect the essential risks of AIGC abuse from three dimensions: technically, it manifests as the unbounded expansion of instrumental rationality and the imbalance between prevention and control capabilities; ethically, it reflects the dissolution of social value consensus by algorithmic logic; institutionally, it highlights the inadequate adaptation between regulatory systems and technological application scenarios. Furthermore, this paper analyzes the core dilemmas in AIGC governance, such as the dynamic imbalance between technological innovation and risk prevention, conflicts of interest among multiple stakeholders, and difficulties in constructing cross-cultural ethical consensus. It proposes a technology-ethics-institution collaborative governance system and ultimately constructs a multi-stakeholder co-governance network characterized by government leadership, enterprise primary responsibility, and social participation. This study provides theoretical references and practical paths for balancing the innovative development and risk prevention of AIGC.This study is of great practical significance for educational digital governance, campus AI ethics, and academic integrity construction.

AIGC; Technological Prevention and Control; Ethical Consensus; Institutional Regulation; Collaborative Governance

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