Globally, Artificial Intelligence (AI) is changing higher education, and African institutions are becoming more and more involved in this digital revolution. AI applications such as predictive analytics, automated grading, and intelligent tutoring systems offer promising opportunities to enhance research, teaching, learning, and administration—particularly in settings with limited resources. However, the incorporation of AI into African higher education also raises significant socio-technical and ethical issues. Academic dishonesty, algorithmic bias, data privacy, and unequal access to digital infrastructure are some of the issues that risk exacerbating existing educational inequalities. Furthermore, concerns regarding digital sovereignty, fairness, and cultural relevance are raised by the dependence on AI tools created in the Global North. This article highlights the dual potential for both empowerment and marginalization as it critically analyzes the advantages and hazards of implementing AI in African higher institutions. It calls for a responsible, inclusive, and culturally grounded approach to AI in African higher education through a contextual and ethical lens, using concepts like digital justice, the ethics of technology, and decolonial theory.
Guadu et al. (Wed,) studied this question.