AI governance in African higher education: Status, challenges, and a future-proof policy framework

Abstract

As artificial intelligence (AI) reshapes global education systems, African higher education institutions (HEIs) face pressure to adopt and govern AI ethically and effectively. This study investigates five questions: (1) What is the status of AI governance in African HEIs? (2) How ready are institutions to adopt AI policy? (3) What ethical and operational risks are emerging? (4) How do institutional and national AI strategies align? and (5) What future-proof governance framework can be proposed? Using a desk-based meta-synthesis, the study analyzes over 30 publicly available institutional, national, and regional documents. The analysis is guided by Resource Dependence Theory, Diffusion of Innovation, and Complexity Theory. No human subjects were involved, and international ethical standards were followed; PRISMA guidelines were deemed not applicable due to the qualitative scope. Findings reveal wide disparities in policy development and readiness. South Africa, Nigeria, and Rwanda are early adopters, aligning institutional policies with national digital strategies (RQ1 & RQ4). Most institutions remain in aspirational phases, limited by infrastructure and human capacity (RQ2). Where policies exist, they emphasize academic integrity and responsible use, though enforcement is uneven and impact largely unevaluated (RQ3). Cross-national alignment varies, with regional frameworks lacking strong enforcement mechanisms (RQ4). Evidence suggests that institutions with structured policies invest more in training and faculty engagement (RQ2 & RQ5). The study proposes a phased, ethically grounded governance framework tailored to Africa’s educational context (RQ5). It contributes new insights into readiness differentials, governance diffusion, and policy convergence, offering a foundation for inclusive, future-oriented AI policy in African higher education.