Publication Details
Title:
Can We Be AI-Literate? The State of GenAI Literacy in African Countries: Ghana as a Case Study
Details:
This chapter critically explores the state of Generative AI (GenAI) literacy across African countries, using Ghana as a case study, with a particular focus on assessing the readiness of the national education system to integrate GenAI tools meaningfully.
Amidst global efforts to foster AI competencies, Ghana’s policies—such as the ICT4AD and the National Artificial Intelligence Strategy (2023–2033)—highlight a commitment to digital transformation. However, implementation gaps persist, particularly in pre-tertiary institutions.
Drawing on global trends, academic literature, and empirical studies, the paper explores GenAI literacy as a crucial twenty-first-century competency that extends beyond technical proficiency to ethical, cultural, and pedagogical considerations.
The analysis reveals disparities between policy and practice, as well as between urban and rural contexts and between higher and pre-tertiary education. It also identifies infrastructural, professional, and curricular challenges that hinder the integration of GenAI. The paper argues that without strategic interventions—such as curriculum reform, educator training, and inclusive digital infrastructure—Ghana risks marginalising future generations in the evolving global knowledge economy. The chapter concludes by aligning with the 5Ps Framework for promoting SDGs and calling for coordinated policy actions to cultivate GenAI-literate citizens capable of navigating and shaping an AI-driven future.