2025, Vol. 7, Issue 9, Part A

As artificial intelligence (AI) rapidly reshapes educational landscapes globally, Zambia is developing policy frameworks to harness its potential benefits while addressing governance challenges within its schooling system. Despite growing international interest in ethical AI integration, empirical analysis of AI governance in Sub-Saharan Africa remains sparse, particularly within Zambia’s education sector. This study examines the current policy and governance landscape of AI in Zambian education, analyzing opportunities, challenges, and proposing key implementation strategies.

Drawing on document analysis of the National Artificial Intelligence Strategy (2024-2026), data protection legislation, and international guidelines, supplemented by semi-structured interviews with education policymakers, the analysis identifies three core themes. First, AI offers opportunities for personalized learning, efficient assessment, and teacher professional development, aligning with UNESCO’s recommended principles for AI in education (UNESCO, n.d.). Second, infrastructural constraints, ethical and data-privacy concerns, and capacity limitations pose significant barriers, as evidenced by the absence of dedicated AI regulation and the draft status of Zambia’s national AI strategy (Thomson Reuters Foundation, 2025) [21]. Third, governance gaps persist in multi-stakeholder coordination and monitoring mechanisms, highlighting the need for a phased rollout and transparent data-governance processes (Ministry of Technology and Science, 2025).

Based on these findings, the study recommends establishing an inter-ministerial AI governance body, embedding ethical AI principles into existing education policies, and implementing pilot projects with rigorous monitoring and evaluation. These strategies aim to ensure equitable, contextually relevant AI adoption in Zambia’s schools. This analysis contributes to scholarly discourse on AI policy in Sub-Saharan Africa and offers actionable guidance for policymakers and educators seeking effective governance of AI in education.