Research Article Ethical Artificial Intelligence in Education: A Southern African Framework Decoding Algorithmic Through Governance Lens Mfanelo Ntsobi 1 , Bongani June Mwale 2* , Kholekile Ntsobi 3 1 Sci-Bono Discovery Centre, Corner of Miriam Makeba and Helen Joseph (formerly Newtown |, Helen Joseph St), Johannesburg, South Africa 2 Sci-Bono Discovery Centre, Corner of Miriam Makeba and Helen Joseph (formerly Newtown |, Helen Joseph St), Johannesburg, South Africa 3 School of Business, DaVinci Institute for Technology Management, 16 Park Ave, Johannesburg, South Africa * Corresponding author: Bongani June Mwale, Email: mwalebj@icloud.com Citation: Ntsobi M, Mwale BJ, Ntsobi K (2025) Ethical Artificial Intelligence in Education: A Southern African Framework Decoding Algorithmic Through Governance Lens. American J Sci Edu Re: AJSER-252. Received Date: 16 June, 2025; Accepted Date: 23 June, 2025; Published Date: 30 June, 2025 Keywords Artificial intelligence; AI ethics; ethical considerations; input- process-output; IPO ethical framework Introduction Artificial Intelligence (AI) as a technology that gives rise to ethical questions throughout its development and use. In other words, there is necessity for ethical principles that determine and evaluate its proper use. For example, [Error! Reference source not found.] situate the notion of “proper use” in the ambit of technology or utilitarian ethics and highlight four governing principles: “proper use of technology, responsibility, fairness, and cost.” To institutionalize and regulate these AI principles, among others that we will discuss, requires collaboration at policy, industry and societal levels, among governments, technology companies, educators, ethicists, and other stakeholders. To define AI precisely, as per the United Nations Educational, Scientific and Cultural Organisation [Error! Reference source not found.Error! Reference source not found.]:“AI systems are information-processing technologies that integrate models and algorithms that produce a capacity to learn and to perform cognitive tasks leading to outcomes such as prediction and decision-making in material and virtual environments.” Additionally, these systems “are designed to operate with varying degrees of autonomy by means of knowledge modelling and representation and by exploiting data and calculating correlations.” Moreover, they have “the capacity to process data and information in a way that resembles intelligent behaviour, and typically includes aspects of reasoning, learning, perception, prediction, planning or control.” 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. AI has the potential to improve decision-making, make services more accessible, and make learning more personal [38]. However, it also poses difficult ethical issues about data protection, algorithmic fairness, transparency, and responsibility. 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. Significance of AI Ethics 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. AI has the potential to improve decision-making, make services more accessible, and make learning more personal. However, it also poses difficult ethical issues about data protection, algorithmic fairness, transparency, and responsibility [38]. 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. American Journal of Science Education Research ISSN: 2835-6764 Ntsobi M, et al. (2025) 968 American J Sci Edu Re, 2025; 4(6):100252 DOI: 10.71010/AJSER-2025-e252 Abstract This paper 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. 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 input, process, and output phases. Section one addresses AI’s social implications. Section two examines AI educational policy using United Nations Education, Scientific and Culture Organisation’s (UNESCO’s) guidelines as a benchmark for member states. Section three explores ethical considerations in AI development and usage. The final section 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 emphasizes responsible AI implementat ion, 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 ultimately aims to support the ethical advancement of AI in education and governance. American J Sci Edu Re, 2025 ISSN: 2835-6764 Vol. 4(6): 1-10