Artificial Intelligence (AI) is a transformative force with immense potential to address critical challenges outlined in the United Nations Sustainable Development Goals (SDGs). However, African education systems have yet to fully embrace AI within curricula, particularly at the secondary level. This paper presents a multidisciplinary framework for integrating AI into African classrooms, emphasizing creativity, local problem-solving, and equitable access. Drawing on case studies from Kenya, Nigeria, Ghana, and Rwanda, and using a mixed-methods research approach, the study explores current gaps in AI curriculum, teacher readiness, infrastructure, and policy. The paper outlines curriculum principles rooted in relevance, accessibility, and ethics and proposes a project based module centered on AI for sustainable agriculture. Key findings suggest strong student engagement, especially among girls, and a willingness among teachers to adopt AI education, given the right support. Recommendations are offered to guide national policy, public-private partnerships, and teacher training efforts. The study concludes that empowering students with AI skills in Africa not only fosters innovation but also equips the next generation to contribute meaningfully to sustainable development.
UGWU et al. (Tue,) studied this question.