AI Policy in African Universities Is Still Not a Priority. Should It Be?
Many African universities have yet to set boundaries on AI, even as students rely on it to learn, collaborate, and complete their assignments.
Across lecture halls in Nairobi, Abidjan, and Kigali, students are already using generative AI tools to get ahead in their studies. But in many cases, they’re doing it without institutional guidance.
Most African universities have yet to adopt clear policies on AI use in the classroom, even as usage among students rises sharply. In a global student survey by Chegg.org, nearly 63% of students in Kenya reported using generative AI tools for university work.
This policy gap contrasts sharply with higher education trends elsewhere. In the United States, 69% of universities had formal policies on generative AI as of late 2024. In Africa, only a few institutions — mainly in South Africa — have done the same.
South Africa’s top universities have moved early. The University of Cape Town (UCT), University of Johannesburg, and University of KwaZulu-Natal have each introduced official AI policies and invested in research and training. UCT, which launched its AI Research Unit in 2024, has seen its global ranking climb — up 21 places this year in the QS World University Rankings.
Most other institutions are still playing catch-up. Kenya’s public universities, for example, have introduced AI courses and pilot initiatives, but none have implemented written policies to guide AI use in learning or assessment.
Researchers say the lack of national AI policy in several countries is influencing how universities respond. In many cases, decisions on whether or how to allow AI tools in coursework are left to individual lecturers. This has led to inconsistent practices across institutions and even within departments.
Funding remains a central challenge. Many African universities operate under tight budgets that limit their ability to invest in digital infrastructure, staff training, or AI policy development. This financial strain also affects research output — one of the key indicators in global university rankings.
Among the few countries with a national AI strategy is Rwanda, which has included guidelines for AI use in higher education. Still, implementation hurdles remain, particularly in institutions with limited connectivity or digital capacity.
Generative AI is not waiting. Students are using it to study, collaborate, and complete assignments — whether or not their institutions are ready. Without clear policies, African universities risk falling further behind, not just in rankings but in relevance.
The question now is not whether AI will reshape higher education, but whether institutions can catch up in time to shape its use.
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