In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. use the United Nations’ Sustainable Development Goals to systematically analyse AI for social good applications. To provide a way to study and benchmark such ‘AI for social good’ applications, Josh Cowls et al.

Many researchers have become interested in implementing artificial intelligence methods in applications with socially beneficial outcomes. This analysis makes possible the identification of pressing problems that, if left unaddressed, risk hampering the effectiveness of AI4SG initiatives. We introduce a database of AI4SG projects gathered using this benchmark, and discuss several key insights, including the extent to which different SDGs are being addressed. In this Perspective, we address these limitations by providing a definition of AI4SG and by advocating the use of the United Nations’ Sustainable Development Goals (SDGs) as a benchmark for tracing the scope and spread of AI4SG. However, existing attempts to understand and foster AI4SG initiatives have so far been limited by the lack of normative analyses and a shortage of empirical evidence. Initiatives relying on artificial intelligence (AI) to deliver socially beneficial outcomes-AI for social good (AI4SG)-are on the rise.

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