Emerging assumptions and the future of artificial intelligence in teaching and learning processes in higher learning Institutions in Sub-Saharan Africa: A review of literature

Abstract

This paper explores emerging assumptions and the future of artificial intelligence in teaching and learning processes in Higher Learning Institutions in Sub-Saharan Africa. The paper assesses the use of interactive and engaging applications of artificial intelligence and emerging technologies in educational inferences and predicts its future in Higher Learning Institutions in Sub-Saharan Africa. The results were analysed, evaluated, compared, contrasted, and discussed in tandem with the Resource Based View Theory. The results show that the applications of artificial intelligence in teaching and learning processes bring together the world in which facilitators and students’ network and share knowledge, skills, and experiences. But the technologies have threatened employment opportunities. The study recommends that artificial intelligence technologies should align with the environments, cultures, needs, and socio-economic developments of Sub-Saharan Africa. Also, higher learning institutions should endeavour to establish frameworks for infrastructure development and capacity building for the stakeholders.