Promoting Ethical Artificial Intelligence in Education in Africa
Image by Amanda Jeffs. Article by Judy Kamanyi - Chairperson of the SHE IS AI Ugandan Board
According to the African Union’s Continental Artificial Intelligence Strategy (2024), education is one of the priority sectors for Artificial Intelligence (AI) expansion, because AI can help to address and solve some of Africa's urgent needs and challenges in education. Whereas one of the areas of action in the strategy is the adoption and implementation of ethical principles for AI, the strategy does not emphatically underscore the promotion of ethical AI in education. Albeit the strategy calls for more knowledge about AI use cases, policies and more sharing of evidence-based successful practices. (1)
1 Promoting ethical AI in education in Africa involves integrating African values into AI ethics, building local capacity through tailored curricula and open-source tools, ensuring access to AI infrastructure, establishing public-private partnerships, and developing context-specific policies and legal frameworks and regulations that balance innovation with human rights and cultural relevance. (2)
2 Ethical AI in education focuses on guiding the development and use of AI tools to ensure they are fair, transparent, private, and beneficial. These AI tools address issues like algorithmic bias, data privacy, and accountability to protect student well-being. The tools promote equitable learning, and require formulation and implementation of policies, teacher modelling, and AI literacy for all stakeholders. (3) This needs to be backed by robust legal frameworks that are disseminated widely.
Whereas, the 2021 United Nations Educational, Scientific and Cultural Organisation (UNESCO) recommendations on the ethics of AI calls on governments worldwide to establish the necessary institutional and legal frameworks to govern AI technologies, and ensure they contribute to the public good, many African countries are yet to do so. (4) Uganda, for example, is working towards finalizing its legal framework and regulations, and with support from the United Nations Global Pulse, in 2021 formulated an ethical AI framework for Uganda with recommendations and pathways for the country to consider as it develops legislation. The identified pathways are guided by the need to address ethics of the society, the organizations and individuals, for establishment of a trusted ecosystem. (5)
Strategies for promoting ethical AI in education in Africa include creating AI hubs, training of teachers, and developing appropriate curriculum that addresses local needs and challenges. Key principles in ethical AI in education include clear explanation of AI decisions, safeguarding student data, human-centred approach, and assigning responsibility for AI outcomes. This also includes focusing on accessible, inclusive, safe, accountable, equitable, and culturally sensitive applications in education. (6)
The future is promising in Africa, with more countries emphasising equity, accountability, transparency, human rights, safety, and responsibility in AI development and usage. In doing so, Africa can harness AI’s potential to transform education while building a responsible, equitable, and culturally relevant digital future, considering that education is the foundation for human capital development to propel societal well-being.
References:
1 African Union. Continental Artificial Intelligence Strategy: Harnessing AI for Africa’s Development and Prosperity. July 2024. https://au.int/sites/default/files/documents/44004-doc-EN-_Continental_AI_Strategy_July_2024.pdf
2 Mhlanga, D. Building Capacity for Ethical AI in Africa: Education, Policy, and Public Engagement. Nov 19, 2025. https://econowriteresearch.com.au/building-capacity-for-ethical-ai-in-africa-education-policy-and-public-engagement
3 Dave, A. The Ethical Implications of AI in Education. June 2025. Research Review Journal of Social Science. 5 (1): 1- 8. DOI:1031305/rrjss.2025.v05.n01.001
4 UNESCO. Digital Library. Recommendations on the Ethics of Artificial Intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000381137
5 UNESCO. Recommendations on the Ethics of Artificial Intelligence.
6 A Multistakeholder Framework for Responsible AI in Educational Platforms: Report to funder: The Centre for Intellectual Property and Information Technology Law (CIPIT), Strathmore University Addressing the African Context. https://cipit.strathmore.edu/wp-content/uploads/2024/09/A-Multistakeholder-Framework-for-Responsible-AI-in-Educational-Addressing-the-African-Context.pdf
AUTHOR BIO
Judy Kamanyi - Chairperson of the Ugandan Board.
Judy Kamanyi is a senior specialist in social development, governance, and gender equality with over four decades of experience across public, private, and not-for-profit sectors. An alumna of Makerere University, the London School of Economics, and the Joan B. Kroc School of Peace Studies, she is also a Fulbright Fellow. Judy has led national efforts to integrate gender into Uganda’s Education Policy and has evaluated STEM initiatives for girls’ secondary schools. She has served on multiple governance boards and currently sits on the Boards of the Nnabagereka Development Foundation, AfriChild, and chairs the Promoters Council of TPO Uganda. She is recognised for her leadership in advancing gender equity, education reform, and community well-being.
