Smart tools, uneven systems: A systematic review of artificial intelligence and disability in higher education in Africa

Abstract

Artificial intelligence (AI) is increasingly positioned as a transformative force in higher education, yet its role in supporting students with disabilities, particularly in underrepresented contexts such as Africa, remains insufficient. This study systematically reviews how AI technologies are used and governed in relation to students with disabilities, with attention to learning processes, educational outcomes, and ethical implications. Guided by PRISMA 2020, a systematic search of Scopus, Web of Science, and ProQuest databases covering the period 2015–2026 was conducted, and eight eligible studies were analysed thematically. AI is conceptualised as a sociotechnical infrastructure that mediates access, enhances learner autonomy, and reshapes participation in academic practices such as reading, writing, and communication. However, adoption is largely informal and student-driven, reflecting a gap between technological affordances and institutional integration. The impact of AI is context-dependent, influenced by digital infrastructure, institutional capacity, and student digital literacies. Ethical concerns include algorithmic bias, data governance, inequitable access, and tensions with academic integrity frameworks. AI operates as both an enabler of inclusive learning and a compensatory response to systemic gaps in higher education. Integrating AI into pedagogy, support systems, and policy requires participatory, context-sensitive approaches and stronger attention to student perspectives.