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Paper short abstract:

Artificial intelligence is gaining prominence in higher education. However, there are concerns regarding the ethical implications of AI adoption. This study reviews policy documents and national blueprints to examine national readiness for AI and its development in African higher education.

Paper long abstract:

Artificial intelligence (AI) is gaining prominence in higher education worldwide, offering cost-saving and institutional effectiveness promises. The evolution of higher education worldwide has seen a definitive transformation over the past few decades due to changes in governance approaches (Song 2020), financial challenges (Mitchell et al., 2019), and the increasing globalization of the world, resulting in more internationalization. Some of these transformations have offered opportunities and threats; however, one aspect seen as expanding opportunities and facilitating growth is the advancement of technology (Abad-Segura et al., 2020). The rapid advancement of technology has contributed significantly to the globalization of businesses and the ease of communication across borders. In higher education, it has also enhanced learning and eased teaching. It has provided access to people, especially the underprivileged and those in remote areas, who may not have had access to education otherwise (Ali 2020). This does not suggest that technology incorporation in higher education has always been a positive story; it has posed challenges, too. Concerns have been raised regarding the ethical implications of AI adoption, including data and algorithmic colonialism. In Africa, where the adoption of AI is still in its early stages, there is an opportunity to explore and mitigate these concerns. This study uses a qualitative document analysis to review policy documents and national blueprints to highlight national readiness for AI and its development in African higher education.