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.

翻译：人工智能专家常常质疑AI是否公平。他们将公平视为AI系统的属性，而非社会政治和经济体系的属性。本文强调需要在教育系统运作及使用人工智能的社会、政治和经济语境中实现公平。以瑞典分散化管理的义务教育为背景，本文探究国家教育主管部门及教育科技公司所设想的AI应用是否以及如何加剧了不公平。通过运用相关社会群体这一概念对选定的瑞典政策文件及教育科技报告进行定性内容分析，本文旨在理解不同群体如何看待AI对公平带来的风险与收益。研究中识别出三个将效率视为AI核心价值的群体，分别从经济、教学和可及性三个维度进行阐释。通过将公平与社会正义相分离，本文挑战了将公平等同于机会形式平等的传统观念。