Navigating The Ethical Landscape Of Artificial Intelligence In Education In Ebonyi State, Nigeria

Artificial intelligence (AI) represents machine wisdom and technological behaviour which implement several operations within a limited time. AI works with human intelligence and maximises the quality and accuracy of work in easier and faster ways of overall development in education and corporate sectors. With AI, machines often replicate actions like learning, logical reasoning among others. The purpose of this study was to find out the ethical issues associated with the use of AI in educational settings in Ebonyi State, Nigeria. Grounded in the Ethics of Care Theory, the study adopted a quantitative research design to investigate students’ perceptions of ethical risks associated with AI-driven educational tools. Primary data were collected through a structured questionnaire administered to 400 undergraduate students purposively selected from two public universities in Ebonyi State. Secondary data were drawn from peer-reviewed literature and institutional policy reports to contextualize the findings. Data were analyzed using descriptive and inferential statistical techniques. Findings from the study indicated that the use of AI for teaching and learning in educational institutions were characterised by ethical issues which included bias, data privacy, accountability and transparency. This study recommended among others the development of clear AI governance policies by educational institutions and governments.