With its swift evolution, generative artificial intelligence (GenAI) has revolutionized the field of education, offering possibilities for personalized learning, automated grading, content generation, and administrative assistance. Large language models (LLMs), like ChatGPT and Gemini, have revolutionized the way teachers and students engage in learning.Large language models (LLMs) like ChatGPT and Gemini have transformed how teachers and students approach teaching and learning in schools and higher education institutions. Their pervasive use, however, brings many ethical questions about academic integrity, privacy, transparency, fairness, accountability, and human autonomy. This study investigates the ethical implications of the use of generative AI in education using a doctrinal and interdisciplinary method. It scans up to-date literature, international policy documents, and ethical guidelines that have been released from 2020 to 2026. Special focus is placed on algorithmic bias, data protection, intellectual property, digital inequality, misinformation, and learner reliance on AI systems. The results indicate that key elements of responsible AI governance need to be human-centred educational values, institutional accountability, AI literacy, and inclusive policy-making. The research suggests an ethical framework focusing on transparency, fairness, privacy protection, critical thinking, and collaborative governance to support the sustainable and responsible use of generative AI in education.

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