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Paper short abstract

This study explores external dependence in African higher education. Using descriptive analysis of literature and case studies, it finds limited AI capacity and persistent epistemic imbalance. It concludes that digital sovereignty requires policy reform, infrastructure, and sustained training.

Paper long abstract

African higher education continues to grapple with external dependence in its digital transformation. Reliance on foreign technological infrastructures and artificial intelligence systems has reinforced epistemic imbalances, limiting the continent’s ability to define and control its own knowledge agenda. This study investigates these challenges by employing a descriptive analysis of existing literature and selected case studies from African universities. The methodology highlights patterns of technological adoption, institutional readiness, and cultural contexts, offering a comprehensive view of current realities.

Findings indicate that while universities are increasingly integrating AI tools and digital platforms, significant gaps remain in local capacity development, infrastructural investment, and supportive policy frameworks. Indigenous scholarship is often overshadowed by external paradigms, constraining Africa’s intellectual sovereignty. The study concludes that achieving digital sovereignty requires deliberate strategies that balance global technological engagement with regional autonomy.

Recommendations emphasize the need for continuous professional development programs to strengthen librarians and academics in digital competencies. Collaboration with ICT experts, database vendors, and professional associations is essential to build technical expertise and foster knowledge exchange. Policy support from government agencies and university management must prioritize funding, training, and integration of digital skills into institutional frameworks. Finally, sustained investment in digital infrastructure—such as high‑speed internet, reliable servers, and modern library systems—is critical to ensure effective management of electronic resources and long‑term preservation of knowledge.

By addressing these areas, African higher education can move toward greater digital sovereignty, enhanced AI capacity, and meaningful decolonisation of knowledge.