Didactiques
Volume 15, Numéro 1, Pages 123-136
2026-06-30
Justice, Law, And Moral Responsibility In The Age Of Artificial Intelligence: Institutional Ethics And Educational Challenges In African And British Literary Narratives
Authors : Keita Diby .
Abstract
This article analyzes the intersections of justice, law, and moral responsibility in the age of artificial intelligence through a comparative study of African and British literary narratives, with a particular focus on institutional ethics in educational contexts. It addresses the emerging problem of how AI-driven technologies reshape traditional conceptions of fairness, accountability, and authority within learning institutions, especially in societies marked by historical inequalities and uneven technological access. Drawing on selected literary texts, the study demonstrates that both African and British narratives anticipate and critically reflect tensions between human ethical judgment and algorithmic governance, revealing risks of bias, exclusion, and epistemic injustice. The findings highlight that African literature tends to foreground communal ethics and contextual moral reasoning, while British narratives often interrogate procedural rationality and institutional control. The article concludes that literary perspectives provide valuable insights into the ethical limitations of AI in education and underscore the need for culturally responsive and human-centered frameworks to ensure equitable and just institutional practices.
Keywords
artificial intelligence ; institutional ethics ; justice ; moral responsibility, ; education, ; comparative literature
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