Abstract
This study investigates the mediating role of ethical awareness and the responsible use of Artificial Intelligence (AI) among secondary school learners. The study employed the modified Technology Acceptance Model (TAM) as the theoretical framework. A quantitative approach was adopted using a structured questionnaire, in which 124 learners participated. Purposive sampling was utilised to select learners who had been exposed to AI tools. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to analyse the data. The findings revealed significant influence between the following constructs: Behavioural Intention (BI) and Behavioural Use (BU), Ethical Awareness (ET) and Cognitive Offloading (COL), Ethical Awareness (ET) and Trust (TR), and Perceived Risks (PR) and Ethical Awareness (ET). However, the following relationships demonstrated non-significant influence: Anxiety (ANX) and Ethical Awareness (ET), Cognitive Offloading (COL) and Behavioural Intention (BI), Cognitive Offloading (COL) and Behavioural Use (BU), Trust (TR) and Behavioural Intention (BI), as well as Trust (TR) and Behavioural Use (BU).The study provides insights into the significance of integrating AI ethics into education to enhance the responsible use of AI among learners. The study recommends that the Department of Basic Education should integrate AI ethics into the curriculum. Furthermore, both teachers and learners should receive training on the ethical use of AI.