This study analyses the integration of Artificial Intelligence (AI) in education across Portugal, Angola, and Brazil, focusing on public policies, implementation strategies, and structural challenges. Addressing a gap in comparative research among Lusophone countries, it examines how variations in technological capacity, institutional development, and digital inclusion shape AI adoption. The central question explores how these countries implement AI in education and what policies and challenges emerge within their socioeconomic and institutional contexts. Adopting a comparative and predominantly qualitative approach, the study draws on secondary data from UNESCO, OECD, the World Bank, and national policy frameworks. The three countries, representing different continents within the Community of Portuguese Language Countries (CPLP), were purposefully selected to enable cross-contextual analysis through document review, thematic coding, and data triangulation. Findings reveal that Portugal benefits from EU alignment and infrastructure investment but lacks specific AI-in-education legislation; Angola faces digital exclusion and externally driven initiatives; and Brazil advances a national AI strategy yet struggles with regional disparities and limited teacher training. Common weaknesses include scarce algorithmic transparency, insufficient evaluation mechanisms, and absence of independent oversight. The study concludes that sustainable AI integration requires context-sensitive policy design, teacher capacity-building, equitable digital access, and ethical governance supported by international collaboration.
Morgado et al. (Fri,) studied this question.