Ethical Use of Artificial Intelligence in Academic Activities among west African students: Quantitative Study

This study investigates the factors influencing the ethical use of artificial intelligence (AI) among West African university students studying in Southeast Asia, drawing on the theory of planned behaviour. The sample consisted of 200 students from Guinea, Ghana, Nigeria, The Gambia, and Senegal, who were sampled, and the data collected using a structured Likert Scale questionnaire, which was subsequently analysed using multiple linear regression in STATA software. Attitude towards AI (β = 0.325, p < 0.001) and institutional guidance (β = 0.407, p < 0.001) were found to have a significant and positive impact on ethical AI use, while ethical awareness had no significant impact (β = −0.061, p = 0.230). Overall, the study variables accounted for 39.4% of the variation in the use of ethical AI (R² = 0.394), with institutional guidance being the most significant. Theoretically, the results showed that the findings could be applied to the Theory of Planned Behaviour in higher education with regard to ethical AI behaviour, and that attitudinal and normative factors are of greater importance than awareness. In a practical sense, the results emphasize the importance of developing clear guidelines and policies for the governance of AI in educational institutions and fostering responsible attitudes toward the use of AI. Additional behavioural, cultural, and technological factors in other educational settings should be explored.

Artificial Intelligence, Ethical AI use, West African Students, Institutional Guidance

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