The current state of artificial intelligence use and its ethical implications in higher education in Zimbabwe

Higher and Tertiary Education (HTE) in Zimbabwe has seen a revolutionary technological shift favorably expedited by Artificial Intelligence (AI). Higher and Tertiary Education (HTE) in Zimbabwe has seen a revolutionary technological shift favorably expedited by artificial intelligence. There is growing concern about private data security because of the use and prominence of AI systems that produce text and other media types. The chapter investigates how adopting AI in Zimbabwean HEIs may affect ethics. The study addresses the overarching research question, “What ethical issues surround the use of AI in Zimbabwean higher education institutions?” The study combined quantitative (survey) and qualitative approaches in a pragmatic framework and students from all four study centres made up the study population. Different interpretations of the phenomenon were identified by examining survey responses and transcripts. The study concluded that integrating AI in higher education should adhere to FATE principles, promoting ethical and responsible use of AI technologies. This includes fairness, accountability, transparency, and authenticity, fostering inclusive learning environments and equitable outcomes for all stakeholders. It was recommended that various stakeholders should be consulted for AI policy drafting in their HEIs, with students being the most frequently suggested, despite other stakeholders’ input. The study also recommended that HEIs must adhere to Fairness, Accountability, Transparency, and Authenticity (FATE) principles for ethical AI integration, ensuring transparency, accountability, fairness, and authenticity in data representation.