Artificial Intelligence in African Schools: Towards a Contextualized Approach
Solomon Sunday Oyelere, Ismaila Temitayo Sanusi, Friday Joseph Agbo, Amos Oyelere Sunday, Joseph Olamide Omidiora, Ademola Eric Adewumi, Christopher Ogbebor
Abstract
Artificial Intelligence (AI) for K-12 education has been considered a global initiative. However, evidence of Africa’s inclusion in globalization across schools is lacking in the literature. Besides, resources, including materials and content, are developed across Hong Kong, Japan, Europe, and the USA. These suggest that contextualized resources are effective for AI implementation in schools. Since appropriate pedagogical approaches, sound instructional methods, materials, tools, and activities familiar to the student for instruction lead to effective learning, we embark on a literature survey to unravel the approaches and kind of AI resources utilized across contexts. A systematic literature review methodology was used in this paper to understand the trends of teaching AI at the K-12 educational level. Scientific databases such as IEEE, ACM, Web of Science, and Scopus were searched to gather relevant literature in tandem with our research aim. Out of the 451 articles that were retrieved, only 54 fit well into the inclusion criteria and were reviewed for further analysis. This study revealed several existing approaches and resources used to teach AI in schools.