Artificial intelligence (AI) is now embedded in educational, civic, and economic systems worldwide. For African primary and secondary education, this creates a double imperative: to prepare a young population (over sixty per cent of Africans are under twenty-five) for AI-mediated labour markets without uncritically importing curricula designed for other linguistic, cultural, and socio-political contexts. The African Union's Continental AI Strategy (2024) and the 2025 Africa Declaration on AI have elevated these questions to the continental agenda. This paper proposes a Pan-African, culturally contextualised, and ethically grounded framework for integrating AI education into African primary and secondary schools. The paper is a structured conceptual synthesis of continental and national policy documents, peer-reviewed scholarship on AI ethics, AI literacy, decolonial pedagogy, and Ubuntu-grounded AI governance. We contribute: (i) a framework of six guiding principles, four curriculum domains, five ethical competencies, and an age-banded progression from lower primary to upper secondary; (ii) a comparative analysis of continental and national policy contexts; (iii) an explicit mapping between global AI-ethics principles and Ubuntu-informed relational ethics; (iv) a planned empirical validation programme combining a Delphi study, teacher surveys across anglophone, francophone, lusophone, and arabophone contexts, and multi-country classroom piloting; and (v) targeted recommendations for policymakers, educators, civil society, and international partners. We argue that an ethical AI curriculum can serve as a transformative tool for equity, innovation, and social justice, and outline a research agenda to embed ethics, resilience, and critical thinking at the core of Africa's digital future.

翻译：人工智能（AI）现已嵌入全球教育、公民及经济体系。对于非洲中小学教育而言，这构成双重使命：既要培养年轻人口（超过60%的非洲人年龄在25岁以下）适应AI中介的劳动力市场，又不能不加批判地引入专为其他语言、文化及社会政治背景设计的课程。非洲联盟《大陆人工智能战略》（2024年）及《2025年非洲人工智能宣言》已将这些议题提升至大陆议程。本文提出一个泛非、文化情境化且以伦理为基础的框架，将AI教育融入非洲中小学教学。本文是对大陆及国家政策文件、同行评审的AI伦理、AI素养、去殖民化教学法及根植于Ubuntu的AI治理学术文献的结构化概念综合。我们的贡献包括：（i）一个框架，包含六项指导原则、四个课程领域、五项伦理能力及从小学低年级到高中分年龄段的进阶路径；（ii）对大陆及国家政策背景的比较分析；（iii）全球AI伦理原则与Ubuntu知情的关系伦理之间的明确映射；（iv）一个计划的实证验证计划，结合德尔菲研究、针对英语、法语、葡萄牙语及阿拉伯语背景的教师调查，以及多国课堂试点；（v）面向政策制定者、教育工作者、公民社会及国际合作伙伴的有针对性的建议。我们认为，伦理化的AI课程可作为促进公平、创新及社会正义的变革工具，并概述了一个研究议程，将伦理、韧性及批判性思维置于非洲数字未来的核心。