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

arXiv: https://arxiv.org/abs/2608.16910 · HTML: https://mlsanity.com/paper/2608.16910/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 11 of its 72 references that are in the map.
- First posted on arXiv 11 Jul 2026.

## Builds on (most cited first, 11 of 11)

- [Algorithmic Fairness in Education](https://mlsanity.com/paper/2007.05443/) (2020)
- [A Comprehensive AI Policy Education Framework for University Teaching and Learning](https://mlsanity.com/paper/2305.00280/) (2023)
- [Promises and challenges of generative artificial intelligence for human learning](https://mlsanity.com/paper/2408.12143/) (2024)
- [The AI Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment](https://mlsanity.com/paper/2312.07086/) (2023)
- [Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education?](https://mlsanity.com/paper/2104.12920/) (2021)
- [Transforming Teachers' Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices](https://mlsanity.com/paper/2410.03018/) (2024)
- [A Systematic Review of NLP for Ghanaian Languages: Datasets, Models, and a Research Roadmap](https://mlsanity.com/paper/2405.06818/) (2024)
- [Culturally Responsive Artificial Intelligence -- Problems, Challenges and Solutions](https://mlsanity.com/paper/2312.08467/) (2023)
- [GhanaNLP Parallel Corpora: Comprehensive Multilingual Resources for Low-Resource Ghanaian Languages](https://mlsanity.com/paper/2603.13793/) (2026)
- [A Framework for Developing University Policies on Generative AI Governance: A Cross-national Comparative Study](https://mlsanity.com/paper/2504.02636/) (2025)
- [Human Experts' Evaluation of Generative AI for Contextualizing STEAM Education in the Global South](https://mlsanity.com/paper/2511.19482/) (2025)

## Abstract (arXiv)

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 Ghana's National Artificial Intelligence Strategy, 2025-2035. Using critical qualitative policy document analysis, we examined the strategy through six components: policy purpose, teacher agency and professional learning, curriculum and assessment, language and culture, responsible AI and learner protection, and participation and implementation governance. Findings show that Ghana's strategy is ambitious and timely, especially in its emphasis on AI literacy, youth skills, TVET, workforce readiness, rural outreach, local language data, inclusion, and responsible AI governance. However, the education agenda is stronger on national AI readiness than on school-level implementation. Teacher agency, pre-service teacher education, curriculum progression, assessment guidance, AI disclosure, multilingual pedagogy, culturally responsive AI use, child-centered safeguards, and participatory governance remain underdeveloped. We also identify document-level concerns about transparency and coherence, including apparent AI-styled visual content without visible disclosure and a mismatch between a vision and mission figure and its textual explanation. We argue that Ghana needs a sector-specific, education-centered AI policy and implementation pathway that connects workforce readiness with teacher preparation, curriculum reform, assessment redesign, learner protection, infrastructure, local language instruction, culturally responsive pedagogy, locally responsive AI tools, and participatory governance.