<![CDATA[Previous studies have examined artificial intelligence (AI) adoption in education, focusing primarily on pedagogical benefits, digital competence, and ethical challenges. However, limited attention has been paid to how AI ethics are implemented at the school level through the interplay between educators’ practices, institutional arrangements, and policy awareness. This study analyzes the implementation of AI ethics among teachers at SMK Negeri 3 Yogyakarta, Indonesia, through Richard Elmore’s backward mapping perspective. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and documentation involving the vice principal, teachers, and students. The findings reveal that teachers use AI to support lesson planning, instructional material development, and assessment. Although teachers recognize ethical risks, particularly data security and students’ dependence on technology, most have limited understanding of Minister of Communication and Informatics Circular Letter No. 9 of 2023 on AI ethics. Consequently, ethical practices remain informal and largely dependent on individual teachers’ discretion. Key barriers include inadequate infrastructure, limited policy dissemination, and the absence of school-specific AI regulations. These findings highlight the need to align national ethical guidance with institutional policies, teacher capacity development, and practical school-level implementation. The study’s original contribution is its identification of a gap between teachers’ emerging ethical awareness and the institutional mechanisms required to translate AI ethics into consistent educational practice.]]>
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