By Bilesanmi Abayomi
As artificial intelligence (AI) rapidly reshapes education worldwide, experts are urging African countries to address one critical issue before embedding the technology into classrooms: building locally relevant digital infrastructure rooted in African realities.
The call follows growing conversations sparked by education researcher Dr. Cecilia Adaja, who has challenged what she describes as the continent’s overreliance on “imported solutions” for educational technology.
Rather than positioning Africa as a consumer of technologies designed in Silicon Valley, Adaja advocates a sovereignty-based approach in which African countries become architects of their own digital future.
According to the analysis, the continent’s most urgent priority is the development of localized digital infrastructure and data sovereignty.
Experts argue that while teacher training, AI literacy, and policy reforms remain important, none of these can be fully effective without an enabling technological foundation tailored to Africa’s unique social, economic, and educational realities.
One of the biggest concerns is the continent’s persistent digital divide. Many existing AI tools rely heavily on uninterrupted internet connectivity and cloud computing, making them inaccessible to millions of learners in rural and underserved communities.
Developing AI systems capable of operating offline, on low bandwidth, or through edge computing would make digital learning more inclusive and prevent AI-powered education from becoming a privilege reserved for urban centres.
Beyond infrastructure, experts stress that AI models must reflect African languages, cultures, and educational systems.
Most existing large language models are trained primarily on Western datasets, limiting their understanding of indigenous languages, local histories, and regional learning contexts.
By investing in local datasets and African-led AI research, countries can build systems that respond to local educational needs instead of imposing foreign assumptions on African classrooms.
Analysts also argue that Africa has an opportunity to lead global innovation through the development of energy-efficient and low-resource AI systems.
Given the continent’s infrastructure constraints, researchers believe Africa can pioneer “frugal AI”—technologies designed to operate efficiently with limited electricity, computing power, and internet connectivity.
Such innovations could eventually provide sustainable AI models for other developing regions facing similar challenges.
A central message emerging from the debate is that governments should first identify educational challenges before selecting AI solutions.
Instead of asking, “Which AI platform should we buy?” policymakers are encouraged to ask, “What educational problem are we trying to solve?”
For instance, addressing teacher shortages in rural communities may require AI tools that support educators through SMS services, radio-assisted learning, or offline applications rather than expensive cloud-based virtual tutors.
Experts also recommend that governments establish clear data governance policies to ensure student information remains under the control of local educational institutions instead of foreign technology companies.
While global technology firms continue to shape the AI landscape, many observers believe the greatest obstacle to Africa’s digital transformation is insufficient political commitment and long-term investment.
They argue that without sustained funding for infrastructure, research, local developers, and digital public goods, African countries risk remaining consumers of imported technologies rather than producers of homegrown innovations.
For many education experts, the debate ultimately goes beyond technology. It is about ensuring that Africa’s digital future is designed by Africans, for Africans, with solutions that reflect the continent’s realities, languages, and aspirations.