By Florence Afriyie Mensah
Kumasi, Oct. 23, GNA – A study involving researchers from the College of Science, Kwame Nkrumah University of Science and Technology (KNUST), has found that African universities face significant challenges integrating Artificial Intelligence (AI) into higher education.
The study warned that the adoption of technology without corresponding changes in teaching, institutional policies and access to resources, could deepen existing inequalities.
The research, led by Dr Jeffrey N. A. Aryee, an Atmospheric Scientist, found that although stakeholders 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.
Published in Frontiers in Education, the research was conducted under the Revolutionising Tertiary Education for Africa’s Thriving AI Economy and Workforce (RetAIn) project, one of the research projects of the Climate Diagnostics, Air Quality and AI (CDAI) Lab, based in the Department of Meteorology and Climate Science at KNUST.
The researchers combined focus group discussions involving 77 stakeholders in Ghana, Rwanda and Namibia with a survey of 156 respondents across Ghana, Rwanda, Namibia, Kenya and Zambia.
The findings identified a common challenge across the participating countries: the introduction of AI tools was not consistently matched by improvements in curricula, lecturer training, institutional governance and practical learning opportunities needed to prepare students for an AI-driven economy.
The study found that recognising AI’s importance does not necessarily translate into practical engagement.
Access to resources also varied across groups, with students and part-time workers facing greater constraints than full-time and contract staff.
Financial barriers were among the most prevalent challenges, with approximately half of respondents identifying costs associated with tuition, certifications, internet data, transportation and digital devices as obstacles to AI education.
More than one-third reported infrastructure limitations, including unreliable or expensive internet connectivity.
The study further highlighted concerns about inclusion with 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.
The researchers also found differences in how the three countries approached AI integration.
Rwanda’s policy-led approach faces challenges in institutional implementation, Namibia’s universities demonstrate adaptability but struggle to keep curricula aligned with industry practices, while Ghana’s institutional initiatives coexist 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 argued that governments, universities and industry must work together to establish clear governance frameworks that address responsible AI use, data privacy, accountability and ethical concerns while supporting innovation.
The study concludes that sustainable AI integration required more than the introduction of new technologies.
It depended on ensuring that education systems, institutional structures and social support developed alongside technological advances.
The RetAIn project received funding from the Microsoft AI Economy Institute (AIEI), an initiative of the Microsoft AI for Good Lab.
GNA
Edited by Kwabia Owusu-Mensah/ Christabel Addo
Reporter: Florence Afriyie Mensah
Email: [email protected]