Abstract
Over the last decade, attention has shifted to advanced technologies under the fourth industrial revolution framework, particularly in African nations, which has prompted national strategies. One such technology that has become a central focus is Artificial Intelligence (AI). While AI presents transformative opportunities, its ethical governance remains a dilemma, especially within the educational sphere of African nations. Hence, the study aims to critically explore the subject of AI governance in African Education and insights from existing literature that could inform policy application for sustainable educational development in Africa. The study adopts a qualitative, exploratory research design to thematically analyse peer-reviewed literature from 2018 to 2025. The findings of this study show that there is a significant gap in context-specific AI governance paradigms, highlighting salient challenges which include, data privacy risks, plagiarism, infrastructure limitations and the supremacy of western-focused ethical frameworks. The study recommends that Pan-African ethical theories such as Ubuntu and focused on establishing transparent, accountable, and contextualized policy-making policies is imperative. Ultimately, this study contributed to the development of inclusive AI ethics and governance for the African educational landscape, and the advancement of Sustainable Development Goal 4 on quality education.