INTEGRATION OF AI ETHICS IN SECONDARY SCHOOL MANAGEMENT FOR SUSTAINABLE DEVELOPMENT IN ANAMBRA STATE

Abstract

The increasing integration of artificial intelligence (AI) in education management presents significant ethical implications, particularly in secondary schools where decision-makers appear not to have sufficient grounding in AI ethics. In Anambra State, Nigeria, AI tools such as biometric attendance, digital performance dashboards, and surveillance systems are subtly shaping school operations. However, many school leaders are not equipped to address ethical concerns related to data privacy, algorithmic bias, consent, and accountability. This study investigates the necessity of integrating AI ethics into secondary school management as a strategic response to the ethical gap and to promote sustainable development. The objective is to assess how ethical literacy among school administrators can enhance responsible technology use in alignment with the Sustainable Development Goals (SDGs), especially Goals 4, 9, and 16. Adopting a desktop research design, the study draws on extensive literature, expert insights, and documented challenges in Anambra State to examine current AI usage, ethical gaps, and the potential of stakeholder collaboration in policy, training, and practice. Findings revealed that while AI is present in school management, its ethical oversight is weak, with issues like uninformed consent, data misuse, and reliance on vendors persisting. The study concluded that integrating AI ethics is essential for building inclusive, fair, and future-ready school systems. It recommended structured training, ethical toolkits, policy reforms, and peer learning networks as scalable interventions. This integration not only safeguards educational stakeholders but also positions Anambra as a leader in ethical digital transformation.