This study explores the ethical implications and responsible implementation of Artificial Intelligence (AI) in tertiary education in Mwanza, Tanzania. Specifically, it examines the strengths of AI in education and critically assesses its limitations, particularly as a writing assistant in the provision of professional writing. Guided by two key objectives, the study employed a mixed-methods approach using a convergent parallel design. A sample of 200 participants was selected from a population of 3,000 using stratified and simple random sampling techniques. Data collection instruments included questionnaires, interview guides, and observations. Instrument validity was confirmed by three experts from the Department of Measurement and Evaluation in the Faculty of Education Foundations. Data were analyzed using the Pearson Product-Moment Correlation Coefficient in SPSS version 23, with reliability coefficients (Cronbach’s Alpha) ranging from 0.80 to 0.89. The findings indicate that while AI offers significant educational benefits, including enhanced efficiency and support in academic writing, it also presents ethical concerns related to fairness, privacy, transparency, and accountability. The study recommends the development and adoption of AI systems that are equitable, comprehensible, and protective of student data. Ensuring ethical integrity in AI integration is essential to maximizing its benefits while mitigating potential harms in educational contexts.