Introducing artificial intelligence (AI) tools into African universities without corresponding improvements in teaching, institutional policies and access to resources could deepen existing inequalities, a study involving researchers from the Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) has found.
The study, led by Dr Jeffrey N. A. Aryee and published in Frontiers in Education, found that technological adoption was not consistently matched by the lecturer training, curriculum changes, governance arrangements and practical learning opportunities needed to support it.
Although participants across five sub-Saharan African countries recognised AI’s growing importance, participation in AI-related activities, access to learning resources and institutional preparedness remained uneven.
Students and part-time staff faced greater constraints in accessing learning resources than full-time and contract staff, limiting their opportunities to translate awareness into practical skills.
Financial barriers were the most commonly reported challenges. About half of survey respondents identified tuition fees, certification costs, internet data charges, transport and digital devices as obstacles to AI education. More than one-third reported infrastructure limitations, including unreliable or expensive internet connectivity.
The study identified women, persons with disabilities, students from rural and low-income communities, and people combining work with part-time studies as groups at risk of being left behind.
Researchers combined focus group discussions involving 77 participants in Ghana, Rwanda and Namibia with a survey of 156 respondents across those countries, Kenya and Zambia.
The authors cautioned that the survey findings were exploratory and not nationally representative because of the relatively small, non-random sample.
Focus group discussions revealed differences in how Ghana, Rwanda and Namibia approached AI integration.
Rwanda’s policy-led approach faced difficulties with institutional implementation, while Namibia’s universities showed adaptability but struggled to keep curricula aligned with industry practices. In Ghana, institutional initiatives coexisted with gaps in coordinated policy implementation and guidance.
The researchers called for stronger institutional AI policies, investment in digital infrastructure, improved access to learning resources and greater attention to local languages, cultural contexts and the needs of underrepresented groups.
They urged governments, universities and industry to work together on governance frameworks addressing responsible AI use, data privacy, accountability and ethical concerns while supporting innovation.
Sustainable AI integration depends on education systems, institutional structures and social support developing alongside technological advances, the researchers concluded.
The research was conducted under the Revolutionizing Tertiary Education for Africa’s Thriving AI Economy and Workforce (RetAIn) project, an initiative of the Climate Diagnostics, Air Quality and AI (CDAI) Lab in KNUST’s Department of Meteorology and Climate Science.
The project received funding from the Microsoft AI Economy Institute, an initiative of the Microsoft AI for Good Lab.
Story: Edith Asravor
