Publication Details
Title:
Readiness, Equity, and Ethical Concerns in Artificial Intelligence (AI) Adoption in Ghana: Implications for AI Integration in Healthcare and Education
Details:
Artificial intelligence (AI) is increasingly positioned as a transformative tool in education and health. Yet empirical evidence on AI readiness in low-and middle-income countries, particularly among youth, remains scarce.
This study examined patterns of adoption, equity determinants, and ethical awareness among Ghanaian youth to inform responsible AI integration in education and health systems. A cross-sectional survey was conducted among 200 youth aged 18–35 years in Ghana. Descriptive statistics, chi-square tests, and logistic-regression analyses were used to assess AI adoption, equity patterns, and predictors of readiness.
Most participants reported current (89%) or prior (65%) use of AI tools. Accessibility was a significant positive predictor of adoption (β = 0.142, p = 0.001), whereas limited internet connectivity (β = –0.088, p = 0.049) and perceived exclusion or inequity (β = –0.109, p = 0.026) were significant negative predictors. Gender and age differences indicated persistent digital inequities.
Ethical concerns were widespread: 51% were somewhat concerned and 39% very concerned about data privacy, algorithmic bias, and transparency. Ghanaian youth exhibit high AI readiness, but it is distributed in structurally uneven and ethically contested contexts.
Readiness is best understood as a dynamic interaction between technical access, social inclusion, and trust. Translating readiness into equitable implementation will require investments in digital infrastructure, ethical governance, and participatory design.
This study provides one of the first quantitative assessments of AI readiness among African youth and offers an evidence base for developing trustworthy, inclusive AI applications, such as healthcare and educational chatbots, that are grounded in local realities.