10th U6+ Consortium of African Universities International Conference

The rapid integration of Artificial Intelligence (AI) into higher education presents both opportunities and ethical dilemmas for African universities. The context of the problem lies in the tension between technological adoption and the preservation of the teaching profession’s integrity, alongside equitable student learning outcomes. The purpose of this paper is to critically examine the ethical dimensions of adopting UNESCO’s AI Competency Frameworks (2024–2026) within African higher education, with a focus on balancing professional teaching practices and student-centered learning. The paper is guided by the following objectives: to analyze the ethical implications of AI competency adoption, to evaluate its impact on teaching professionalism and pedagogical identity, and to propose strategies for harmonizing AI-driven innovation with inclusive learning. The theoretical framework draws upon Dewey’s Constructivist Pedagogy Theory, Maslow’s Humanistic Philosophy Theory and the Ramose’s Ubuntu ethics Theory, situating AI adoption within African communal values and global ethical standards. The employs a qualitative, interpretive approach methodology, including document analysis of UNESCO’s AI Competency Frameworks, policy reviews from African universities. The major finding reveals that while AI competencies enhance digital literacy, personalized learning, and professional development, they also risk undermining teacher autonomy, widening digital divides, and raising concerns about data privacy and algorithmic bias. The major recommendation of the paper holds that embedding AI ethics into teacher training curricula, fostering institutional policies that protect professional identity, promoting inclusive access to AI tools, and advancing collaborative research on AI pedagogy in African contexts. This paper contributes to the discourse on AI in education by positioning ethics as the cornerstone of competency adoption, ensuring that African universities achieve a balance between technological innovation, teaching professionalism, and equitable student learning.