Artificial intelligence in education: developing AI-driven solutions to improve learning outcomes for girls in Africa

Abstract

Artificial Intelligence (AI) is increasingly being explored as a tool to enhance educational access and quality across the Global South. However, its specific role in improving learning outcomes for girls in Africa—who face intersecting barriers of gender, poverty, and infrastructure deficits—remains underexamined. This study conducts a systematic and thematic review of 27 peer-reviewed articles, program evaluations, and case studies from 2000 to 2025 to assess the effectiveness, challenges, and contextual enablers of AI-driven educational interventions targeted at girls in African countries. Findings indicate that AI technologies, particularly adaptive learning platforms, intelligent tutoring systems, and predictive analytics, can significantly improve academic performance, retention, and engagement among girls when designed and implemented with contextual sensitivity. Successful interventions were those embedded within enabling ecosystems—characterized by supportive national policy frameworks, community engagement, and partnerships across sectors. However, major implementation barriers persist, including infrastructure deficits, the digital gender divide, algorithmic bias, and a lack of culturally and linguistically inclusive AI tools. The review concludes that while AI offers promising pathways to transform girls’ education in Africa, its impact is dependent on inclusive design, ethical governance, and systemic integration. These findings offer actionable insights for researchers, educators, policymakers, and technologists working at the intersection of AI, gender equity, and educational development.