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

Ghana's AI strategy prioritizes national readiness over classroom implementation: While the strategy ambitiously addresses AI literacy and workforce development, it lacks detailed guidance on how teachers should actually implement AI education in schools, leaving a significant gap between policy vision and practical classroom application.

Teachers are largely absent from the strategy's planning: The analysis found that "teacher agency, pre-service teacher education, curriculum progression, and assessment guidance" remain underdeveloped, meaning educators—who are essential to successful implementation—had limited voice in shaping how AI will be taught.

Responsible AI governance needs stronger safeguards for children: The strategy lacks "AI disclosure" requirements and "child-centered safeguards," raising concerns about how young learners will be protected when AI systems are used in educational settings without clear transparency or safety measures.

Language and cultural adaptation are underspecified: Despite Ghana's emphasis on "local language data," the strategy provides insufficient guidance on "multilingual pedagogy" and "culturally responsive AI use," meaning AI education may not be meaningfully accessible or relevant to Ghana's diverse communities.

The policy document itself lacks transparency: The researchers identified concerning practices including "AI-styled visual content without visible disclosure" and mismatches between stated vision and explanation, suggesting the strategy should model the transparency and honesty it asks others to practice.