Beyond the Device: Reforming Higher Education and Teacher Education Curricula from ICT Literacy to AI Pedagogical Readiness in East Africa
TL;DR
It is argued that AI readiness requires more than technological proficiency; it requires educators who can critically understand, ethically evaluate, and pedagogically apply AI in teaching, learning, assessment, research, and professional practice.
Abstract
The rapid advancement of artificial intelligence (AI) is transforming teaching, learning, assessment, and educational practice, requiring education systems to rethink how future educators are prepared for AI-enabled teaching and learning. The Nairobi Declaration on Artificial Intelligence and Emerging Technologies in Education for Eastern Africa (2024) highlights the need for education systems to strengthen AI capacity, ethical adoption and human-centred innovation. However, despite significant investments in digital infrastructure and ICT literacy across East African higher education institutions, many teacher education curricula remain focused on basic digital skills and technology operation rather than the advanced competencies required for AI-enabled teaching and learning. This creates a growing mismatch between existing teacher preparation approaches and the knowledge, pedagogical skills, and ethical awareness required for responsible AI integration. By adopting a qualitative conceptual research design supported by systematic document analysis published from (2020-2026) of contemporary scholarship and key policy frameworks, including UNESCO's AI Competency Framework for Teachers, the OECD Digital Education Outlook, and the African Union AI Strategy, this conceptual paper aimed to examine how higher education and teacher education curricula can transition from ICT literacy to AI pedagogical readiness. The paper argues that AI readiness requires more than technological proficiency; it requires educators who can critically understand, ethically evaluate, and pedagogically apply AI in teaching, learning, assessment, research, and professional practice. It proposes curriculum reform that positions AI pedagogical readiness as a core graduate attribute within teacher education. The paper concludes that coordinated curriculum reform, institutional support, and responsible AI governance are essential for preparing AI-ready educators capable of advancing equitable, innovative, and sustainable education in East Africa.