Jul 2026· 2026 ITU Kaleidoscope - AI and Frontier Technologies for Good (ITU K)· pp. 1-8· 0 citations· 47 references
Abstract
In Colombia's Orinoquía region, digital transformation in higher education confronts a fundamental challenge where educators cannot govern what they cannot reliably access. This paper presents findings from a two-year mixed-methods study examining how gender, geography, and institutional structures (among others), shape AI governance amid fragile telecommunications infrastructure. Through surveys with 228 faculty members and 26 in-depth interviews (13 male, 13 female educators) across four departments, we document how unstable connectivity (where power outages simultaneously sever Internet access), forces educators to sustain innovation through personal devices and improvisation. Behind institutional declarations of “AI readiness,” we reveal practices of AI washing, which is the symbolic modernization without infrastructure investment. Yet educators develop collaborative responses that embody alternative governance logics. Grounded in these findings, I propose Intersectional AI Governance (IAIG), a framework combining feminist ethics of care, decolonial design, and debates around technological autonomy in peripheral contexts. The study offers equity indicators and participatory mechanisms applicable to telecommunications policy and international standards development, demonstrating how Latin American contexts illuminate pathways toward context-aware, inclusive digital transformation.
The study investigates how AI integration offers opportunities for personalized learning, streamlined administration, and enhanced educational quality, while simultaneously exposing risks related to algorithmic bias, digital divides, and the erosion of student agency.
Mahlatse Sevhake, C. Hofisi· AI in Education· 0 citations
This study investigates globalization, international aid, and technological advancement as factors affecting public administration (PA) courses in developing countries. Using a convergent parallel design, we collected data from 255 educators and 250 civil servants amounting to 505 participants from one developing country. We try to understand the shift in global forces and how they dictate the content that is taught and preserved within classrooms in developing settings. Our findings suggest that international aid is often the principal driving force for changing academic programs through the introduction of transparency, effectiveness, and modern management principles. The aid models, however, do not always align with the realities of most developing countries, which renders their contextualization extremely difficult. Globalization has infused some governance frameworks into various curricula. This is often the case of public governance where international frameworks crowd out the consideration of local aspects like ethnic diversity or informal forms of politics that greatly influence public administration systems in these countries. With regard to new technologies, or other digital learning tools, they have opened up new possibilities for delivering curricula; however, access through the digital divide remains inequitable. Ultimately, the study advocates for a more balanced approach that integrates global best practices with local knowledge and governance traditions which will equip PA education adequately to better prepare public servants for both international expectations and domestic challenges.
M. Madubueze, K. E. Nnamani, Ruth Obioma Ngoka· International journal of res...· 0 citations
It is concluded that in order for undergraduate education to continue to be relevant in a society where AI is pervasive, governance must change toward process-oriented evaluation and relational originality.
Joe Mutebi, Brian Mugisha, Ibrahim Adabara et al.· F1000Research· 0 citations
The study proposes a phased, ethically grounded governance framework tailored to Africa’s educational context, contributing new insights into readiness differentials, governance diffusion, and policy convergence, offering a foundation for inclusive, future-oriented AI policy in African higher education.
Dr. Sixbert Sangwa, Dennis Ngobi, Emmanuel Ekosse et al.· Artificial Intelligence and...· 11 citations· ⚡1
The Ethico-Regulatory Governance (ERG) Framework is proposed, a conceptual model designed to bridge global ethics with local compliance, and offers a scalable, adaptable solution for universities navigating the complexities of GenAI.
Christian Roberto Cabezas Freire, Nayana Desai· Revista Hambatu Science· 0 citations
A six-element governance framework is developed comprising legitimate purpose and proportionality; explicit allocation of roles and responsibility; traceable data, evidence, and uncertainty; competent human oversight and calibrated reliance; stakeholder participation, contestability, and redress; and continuous monitoring, audit, and institutional learning.
M. Nesterova· AI, Law, Politics· 0 citations
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