Beyond skepticism: Question marks surrounding AI and AIED policies in Africa

Since the emergence of artificial intelligence (AI) tools, global interest in AI and artificial intelligence in education (AIED) policies as solutions to AI-related challenges has grown substantially. However, African AI and AIED policies face skepticism due to ongoing developmental challenges, such as infrastructure gaps, underfunded educational systems, and limited institutional readiness for AI adoption. This study conducts a qualitative document analysis of AI and AIED policies from ten purposively selected African countries across four regions: Benin, Ghana, and Nigeria (West Africa); Kenya, Rwanda, and Tanzania (East Africa); Egypt (North Africa); and Mauritius, South Africa, and Zambia (Southern Africa). Using the OECD (2017) analytical framework as a guide, we evaluate three dimensions crucial to policy practicability: (1) smart design (justification, goals, feasibility), (2) stakeholder engagement (actor identification and relational dynamics), and (3) conducive context (institutional mechanisms and policy complementarities). The findings reveal that the policies are conceptually sound. However, implementation prerequisites are often underspecified, particularly regarding explicit budgets and implementation timelines. Stakeholder engagement and contextual mechanisms vary significantly, ranging from state-led to collaborative stakeholder relationships and from actionable to declarative institutional mechanisms. Although policy complementarities with national development agendas and institutional policies are evident, regulatory inconsistencies persist. Overall, these findings highlight the gap between the ambition and practicability of African countries’ AI and AIED policies, necessitating the evidence-based interventions discussed herein.