Integrating AI in STEM Education in Africa: A Systematic Review of Best Practices and Perspectives

Abstract

This study presents a systematic review of the integration of Artificial Intelligence (AI) in STEM education within African higher education institutions. Drawing on 46 peer-reviewed studies and employing the PRISMA framework, the review combines thematic analysis with a PESTEL (Political, Economic, Social, Technological, Environmental, and Legal) perspective to identify patterns, regional disparities, and systemic barriers to AI adoption. The analysis highlights the application of multiple theoretical perspectives, including Diffusion of Innovations, Constructivist Learning Theory, Cognitive Load Theory, and Postcolonial Theory, to interpret the socio-technical and pedagogical dynamics influencing AI integration. Key contributions of the study include the development of a strategic, context-sensitive framework for the equitable and sustainable implementation of AI in STEM education, aligned with the UN Sustainable Development Goals, and a critique of Eurocentric adoption models, advocating for a locally adaptive, decolonized approach. Findings indicate that infrastructure limitations, insufficient lecturer training, ethical and policy gaps, and the digital divide constrain AI’s transformative potential. Nevertheless, the growing adoption of AI tools such as ChatGPT, Intelligent Tutoring Systems, and learning management platforms demonstrates emerging opportunities for innovation. The study provides a comprehensive, Africa-centred roadmap for AI in STEM education, offering theoretical and strategic insights relevant to both regional and global educational contexts.

Ähnliche Arbeiten