Ethical Issues in the Implementation of Educational Technology in Schools: A Systematic Review

Abstract The increasing use of educational technology in classrooms has revolutionised teaching and learning by facilitating interactive instruction, expanding access to information, and supporting learner-centred practices. However, this integration has also raised important ethical issues affecting the fair and responsible use of digital resources. Focusing on Ghanaian education, this systematic review examines the ethical dilemmas raised by educational technology use in schools, guided by two research questions: what ethical issues teachers and students encounter, and how these issues affect teaching and learning outcomes. Following PRISMA 2020 reporting guidelines, a structured search was conducted across five academic databases (ScienceDirect, Scopus, ERIC, Semantic Scholar, and Google Scholar), yielding 150 records. After removing duplicates and applying eligibility criteria through a two-stage screening process, 25 peer-reviewed articles were retained for thematic synthesis. The review identified five recurring ethical issues: data privacy and confidentiality, the digital divide, academic integrity and intellectual property, professional and responsible technology use, and the ethical implications of artificial intelligence and algorithmic decision-making. Inadequate institutional support, weak policy enforcement, insufficient teacher preparation, and unequal access to digital resources emerged as the main drivers of a persistent gap between ethical theory and classroom practice, particularly in under-resourced settings across sub-Saharan Africa. Africa remains markedly underrepresented in the educational techno-ethics literature, which is concentrated in the Global North, pointing to a gap in contextually grounded knowledge. The findings suggest that strong ethical governance frameworks, clear and enforceable institutional policies, and sustained teacher professional development are needed to address these challenges.