AI-driven learning systems and the future of quality education: A cross-regional analysis of institutional readiness for SDG 4

The purpose of this study is to investigate the degree to which the educational systems of Sierra Leone, Ghana, Côte d'Ivoire, and Senegal are prepared to incorporate artificial intelligence into their educational systems as a means of reaching Sustainable Development Goal 4. The research focuses on how national strategies, competence frameworks, and ethical issues influence the adoption of artificial intelligence in education across Anglophone and Francophone West African contexts, drawing on the UNESCO AI Readiness Assessment Methodology (RAM) and policy guidelines. The research shows that even though there is a strong desire to use AI, readiness changes a lot because of infrastructure issues, differences in teacher training, and language diversity. For responsible and equitable AI use in education to support learning quality, inclusion, and long-lasting policy change, cross-regional collaboration and localized policy advice are very important. The research highlights the importance of having AI policies and teacher development programs that are ethical, human-centered, and aligned with African contexts and the goals of Sustainable Development Goal 4.