Africa – African schools are embracing AI-driven education as governments and startups expedite innovation. The introduction of cheap AI tools has sparked interest and excitement among people even in regions where electricity and internet connectivity are still a challenge. Nevertheless, misinformation, possible bias in AI algorithms, and the lack of contextual knowledge pose serious issues.
The Democratic Republic of the Congo (DRC) has an ongoing history of problems with regard to infrastructure, some of which have affected education. “It is obvious that our country is lagging behind in terms of new technologies for one reason or another. Many parts of the DRC do not even have traditional methods of communication, or even radio or television,” said Benjamin Sivanzire, a teacher in North Kivu Province.
AI uses in the classroom remain far from commonplace, but the application has certainly begun to make its mark in the form of media manipulated for propaganda. “There are videos created by artificial intelligence that show images that are not real and have been created for propaganda purposes,” he warned, while also emphasizing the need for media literacy.
Another immediate area of concern is bias in AI development. Farida Shahid, the UN Special Rapporteur on the Right to Education, observed, “AI algorithms are being made by individuals who often sit in a particular location, such as Silicon Valley, where the people who make and test them have their own biases,” she says. “Often the algorithms don’t do well at recognizing people with dark skin. They also have great problems with people who are autistic and don’t like looking into cameras. We need to look at this issue more closely, starting with the human rights perspective, and I think that’s where the U.N. role comes in.”
The UN is promoting a wider representation in AI development to address such issues. Africa’s EdTech startups have been emerging rapidly, creating AI-driven tools relevant to local languages and cultural contexts. AI in education looks promising according to Shafika Isaacs, Head of Technology and AI at UNESCO. “I’ve personally engaged with a startup that matches high school students to career pathways, including choosing the right university, community college or even entrepreneurship program. They have seen strong results because of their focus on children in underprivileged contexts and schools. Tech startups have also looked at developing AI-enabled mobile apps, including chat bots, that can support teachers in teaching literacy or teaching mathematics.” she said. Nevertheless, she insisted on an increase in partnerships between tech developers and the public education system.
The government is also taking action, after the adoption of AI making strides following the review of digitization in Côte d’Ivoire in 2022. The benefits of AI were reaffirmed by Mariatou Koné, Minister of Education. “We have put in place initiatives to ensure that everyone is aware of the issue of AI. It can provide individual learning programs, and help struggling students to improve. However, we are worried about potential abuses. We have to be able to protect personal data and ensure that learners are aware of the potential dangers,” she stated. She stressed the importance of creating AI solutions tailored to African needs. “We need the right tools, adapted to the African context, to the Ivorian context. We have our own history, our own heritage. If we create our own industry, it has to be adapted to the realities of Côte d’Ivoire.”
With AI creating waves in education all over the African continent, attention must be paid to modernization, inclusiveness, and responsible development.
Source: https://news.un.org/en/story/2025/01/1159621
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