Rethinking Human Responsibility and Accountability in AI-Driven Decision–Making: Implications for Girl Child Education in Nigerian Secondary Schools

ABSTRACT: Developments for the good of mankind are ever welcomed in any sphere of life, and the education sector is not left out. Educational technology has led to the emergence of Artificial Intelligence (AI), which is undoubtedly beneficial for research, teaching, and learning. Still, it must be well applied to benefit all users, especially the girl child. The integration of AI in education presents opportunities and challenges for girls' education in Nigeria, where access to quality education remains a significant concern. This concern should be put on the front burner whenever AI education policies, especially those related to the equalisation of education, are being developed. This study investigates how AI-driven decision-making systems affect girls' education, focusing on accountability gaps and responsibility challenges in secondary schools. The study discussed AI’s role in perpetuating biases and reinforcing stereotypes, and it also proposed solutions to address these issues. Key concerns, such as accountability and responsibility, are identified, and frameworks for the responsible deployment of AI are proposed. The study emphasises collaboration among education stakeholders to address issues raised and promote equitable education, and offers policy decisions to bridge accountability gaps in AI usage. Recommendations such as providing teachers with AI literacy training to recognise biases affecting the girl child in AI-driven decision-making, paying attention to gender parity, and adopting transparent AI, among others.