Framework for Integrating Artificial Intelligence into Primary and Secondary School Curricula in Africa
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Abstract
Artificial Intelligence (AI) is transforming economies and societies worldwide, creating an urgent need for education systems to build foundational AI literacy from the early years of schooling. However, a report by UNESCO shows that while AI curricula have been developed or are in development in various countries, none of these countries are from Africa. This study develops a conceptual framework for integrating AI into primary and secondary school curricula (Grades R–12), equipping students with the knowledge, skills and values required for an AI-driven future. This study is guided by the curriculum development models of Ralph Tyler, Hilda Taba and D.K. Wheeler. The study adopted a scoping review methodology to synthesise literature and propose an AI curriculum framework that defines complementary roles for teachers and AI across five phases. The framework offers practical pathways for embedding AI literacy throughout basic education in Africa.
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