TL;DR
Overall, the results show persistent readiness gaps alongside a shared movement toward more targeted guidance for integrating generative AI in education.
This paper compares AI governance and readiness across four South Asian countries that have completed formal, data-driven AI readiness assessments in education and proposes a conceptual framework that other resource-constrained countries can use to build AI governance into education systems to support SDG 4.
National AI strategies increasingly guide governance, workforce development, innovation, and competitiveness, but less is known about how they frame education as a sector with pedagogical, cultural, ethical, and implementation demands. This study develops and applies an Education-Centered AI Policy Framework to analyze...
Artificial intelligence (AI) has rapidly permeated higher education workplaces, yet a significant disconnect exists between employee adoption of AI tools and institutional policy awareness, governance structures, and strategic clarity. This study examines the emergent phenomenon of the "AI implementation gap" in higher...
Higher education is position as a relevant, though not sufficient, institutional mechanism for explaining global inequality in AI governance, qualifying infrastructure-centered digital divide frameworks and engaging with the literature on absorptive capacity and technological catch-up.
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.
The ability of institutions to leverage opportunities to transform governance in higher education depends on adopting anticipatory governance models that emphasize foresight and stakeholder engagement, as well as adopting changes to the traditional role of both leaders and educators to become data literate, inclusive,...
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