Education-centered critical policy analysis of AI: Ghana's AI strategy as a case

A recent analysis of Ghana's National Artificial Intelligence Strategy (2025-2035), using an Education-Centered AI Policy Framework, indicates that national AI strategies increasingly direct governance, workforce development, innovation, and competitiveness. The study specifically examined how Ghana's strategy frames education across pedagogical, cultural, ethical, and implementation demands. Initial findings suggest the strategy is ambitious and timely, particularly regarding its educational focus.

Why it matters

This analysis highlights the critical role national AI strategies play in shaping a nation's future across various domains, including education. Understanding how these strategies integrate educational considerations is vital for ensuring effective implementation, fostering a skilled workforce, and maintaining ethical standards in the face of rapid technological advancement.

Key insights

• National AI strategies are becoming pivotal for guiding governance, workforce development, innovation, and national competitiveness.
• There is a recognized gap in understanding how these national strategies specifically frame the education sector, encompassing pedagogical, cultural, ethical, and implementation demands.
• A new Education-Centered AI Policy Framework was developed and applied to critically analyze Ghana's National Artificial Intelligence Strategy, 2025-2035.
• The analysis utilized critical qualitative policy document analysis, focusing on six components: policy purpose, teacher agency and professional learning, curriculum and assessment, language and culture, responsible AI and learner protection, and participation and implementation governance.
• Initial findings characterize Ghana's strategy as ambitious and timely, especially in its approach to education.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.16910