Ethical Concerns and Institutional Policy Responses to Artificial Intelligence (AI) in Higher Education Across Sub-Saharan Africa

Abstract

Artificial intelligence (AI) is rapidly transforming higher education, yet its ethical implications and governance structures remain unevenly developed in Sub-Saharan Africa. This study investigates emerging ethical concerns related to AI use—specifically academic integrity, data privacy, fairness, institutional accountability, and human oversight—and examines how these issues intersect with weak or absent institutional policies. The study pursued three objectives to: identify the predominant ethical concerns surrounding AI use in higher education, assess the existence and adequacy of institutional AI policies, and determine priority areas for ethical, inclusive, and sustainable AI governance. A descriptive, cross-sectional survey of N = 374 faculty and students across public, private, and technical institutions was conducted. Quantitative analyses measured ethical awareness, perceived risks, and policy readiness, while qualitative thematic analysis identified key ethical and policy domains. Findings show strong concern about plagiarism, data privacy violations, and algorithmic bias, yet fewer than one-third of respondents reported having clear institutional AI policies. Five ethical domains and five policy priorities emerged, revealing a widening gap between ethical awareness and governance preparedness. Interpreted through Diffusion of Innovation theory, Deontological Ethics, and Virtue Ethics, the results indicate early moral awareness but delayed institutional response. Sustainable AI integration will therefore require universities to strengthen ethical governance so that AI enhances, rather than undermines, educational integrity, fairness, and accountability.