Ethical Artificial Intelligence in Education: A Southern African Input–Process–Output (IPO) Governance Framework |Chapter 9 | Mathematics and Computer Science: Research Updates Vol. 8

 

Artificial Intelligence (AI) holds colossal promise for advancing human development, particularly in education, science, and communication. The ethical issues surrounding the design and use of artificial intelligence (AI) have become more important as it becomes more common in schools, government, and society as a whole. The Input–Process–Output (IPO) Ethics Framework is a complete paradigm for finding and dealing with ethical hazards at every stage of the AI lifecycle in response to these problems. This chapter explores the social and ethical considerations of artificial intelligence (AI) as it integrates into education and society. It examines challenges such as data privacy, algorithmic bias, AI trustworthiness, and human agency. The literature highlights context, human agency, and the importance of diverse stakeholder involvement in AI governance, AI literacy, responsible education, and strategies for ethical assessment and mitigation. A literature review of recent articles and policy documents informs this study, focusing on AI’s evolving role in education. Education for AI focuses on Training AI Experts, preparing the Workforce and Public AI Literacy. AI for Education leverages AI tools to enhance teaching, learning, and administrative processes in educational systems. The research develops an input-process-output (IPO) framework to address ethical concerns at each stage of AI development. The IPO model outlines the ethical implications for the input, process, and output phases. Section one addresses AI’s social implications. This chapter also examines AI educational policy using the United Nations Educational, Scientific and Cultural Organisation’s (UNESCO’s) guidelines as a benchmark for member states. Ethical considerations in AI development and usage were also discussed in this chapter. Finally, this chapter presents the AI IPO Ethical Framework, detailing ethical responsibilities at each stage. The study underscores the role of policymakers, researchers, and higher education institutions in shaping AI’s ethical trajectory. It emphasises responsible AI implementation, ensuring that AI systems are developed and deployed with ethical considerations in mind. The proposed framework serves as a guiding tool for assessing ethical risks and ensuring responsible AI integration in education. By fostering AI literacy and ethical awareness, this study contributes to ongoing discussions on AI ethics, advocating for transparent, fair, and accountable AI practices. It aims to support the ethical advancement of AI in education and governance.

 

 

Author(s) Details

 

Mfanelo Ntsobi

Sci-Bono Discovery Centre, Corner of Miriam Makeba and Helen Joseph (Formerly Newtown, Helen Joseph St), Johannesburg, South Africa.

 

Bongani June Mwale
Sci-Bono Discovery Centre, Corner of Miriam Makeba and Helen Joseph (Formerly Newtown, Helen Joseph St), Johannesburg, South Africa.

 

Kholekile Ntsobi
School of Business, DaVinci Institute for Technology Management, 16 Park Ave, Johannesburg, South Africa.

 

Please see the book here :- https://doi.org/10.9734/bpi/mcsru/v8/6832

 

Reimagining Graffiti in Education: A Case Study on the Ethical, Legal and Pedagogical Implications of Student-Generated Graffiti in a Secondary School in Zimbabwe | Chapter 12 |Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

Graffiti has traditionally been associated with resistance, protest, and subversive behaviour, which young school-going children commit. Commonly perceived as a form of criminal activity and a symbol of social deviance, it has long been regarded as a disruptive force within urban communities. This study critically analyses the phenomenon of student-generated graffiti within formal educational environments, evaluating its pedagogical implications and assessing evidence-based administrative responses and strategies for educational leadership. It further investigates the ethical and legal implications of incorporating graffiti-based practices as legitimate pedagogical instruments within academic institutions. Employing a qualitative methodology situated within an interpretive epistemological framework, this study intends to utilise a single case study design centred on an urban secondary education institution in Mutare, Zimbabwe. The purposive sampling method was used to select 10 educators in administrative positions and 20 students from the identified urban school. Observations, analysis of policy documents, and semi-structured interviews with secondary school education practitioners and students were used as research tools. Data was analysed through the thematic analysis, narrative descriptions, and tables for illustrations, from which conclusions and recommendations were drawn. The study was premised on two interrelated theoretical frameworks: Paulo Freire’s Critical Pedagogy and Lawrence Kohlberg’s Moral Development Theory. These frameworks offer a comprehensive foundation for exploring the educational, social, and ethical dimensions of student-generated graffiti within the school environment. The findings of the study suggested that student-generated graffiti, when effectively managed institutionally, can serve as a valuable pedagogical tool while enhancing administrative practices and contributing to constructive disciplinary frameworks.

 

 

Author(s) Details

Alice Violet Nyamundundu
Gachuba Teacher Training Centre, Rwanda.

 

Hopewell Biningu
Zaza Teacher Training Centre, Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH12