Ethiopian secondary school ICT curriculum includes limited AI content with educators facing significant challenges in teaching AI concepts due to pedagogical, curricular, and infrastructure constraints.

Objective: The main goal of this study was to examine both AI-related content within the Ethiopian secondary school Information Communication and Technology (ICT) curriculum and assess ICT educators' knowledge, practices, challenges, and recommendations for effectively implementing AI in Ethiopian schools.

Methods: The researchers employed a qualitative case study approach consisting of two phases: (1) Document analysis of the 2007 and 2023 Ethiopian ICT curricula (Grades 7-12) to evaluate AI content against the "Five Big Ideas in AI" framework, and (2) In-depth interviews with 10 ICT teachers to explore their pedagogical practices, challenges, and recommendations for AI integration. The interviews were conducted between December 2023 and February 2024 using a structured interview guide with questions covering teaching approaches, challenges, and suggestions for improving AI education. Thematic analysis was applied to both datasets to identify patterns and themes.

Key Findings:

• The AI content in the Ethiopian secondary school ICT curriculum is predominantly definitional, focusing on basic concepts rather than deeper understanding.
• AI content appears only in the Grade 9 (pre-2023) and Grade 11 (current) curricula, covering definitions of AI-related concepts and descriptions of common AI applications.
• Teachers employed three main pedagogical approaches: teacher-centered instruction (most common), collaborative learning, and hands-on project-based learning.
• Teachers' confidence in teaching AI varied, with four reporting high confidence, three moderate confidence, and three low confidence.
• Major challenges included pedagogical issues (time constraints, lack of training), negative attitudes toward ICT/AI content, curriculum-related issues (lack of well-structured content), lack of infrastructure (inadequate computer access, poor internet connectivity), and shortage of AI-skilled instructors.
• The curriculum lacks critical components like ethical considerations regarding AI use, which were identified as essential by educators.

Implications: This study contributes significantly to understanding AI education implementation in developing regions, particularly in the African context. The findings highlight the need for:

• Curriculum revisions to incorporate AI topics in early childhood and primary education
• Professional development opportunities for teachers to enhance their AI literacy
• Infrastructure improvements to facilitate practical AI education
• Integration of ethics into AI curriculum content
• Consideration of regional contexts and indigenous knowledge when designing AI curricula
• Clear learning objectives and age-appropriate content for different educational levels

Limitations: The study acknowledges several limitations, including:

• The research did not observe actual classroom teaching of AI content
• The focus was limited to Ethiopia's ICT curriculum rather than a comparative analysis across countries
• Students' perspectives were not included in the study
• The views of education policymakers and curriculum developers were not collected
• The relatively small sample size of teachers interviewed

Future Directions: The researchers suggest further research to:

• Observe how educators teach AI concepts in classrooms
• Compare computer science curricula across different countries
• Investigate students' conceptions and understanding of AI
• Gather perspectives from education policymakers and curriculum developers
• Develop professional development intervention programs for teachers on AI
• Evaluate the effectiveness of implementing AI as a standalone subject versus integrating it into ICT education

Title and Authors: "Artificial intelligence in Ethiopian school curriculum: Educators' practices, challenges, and recommendations" by Fitsum Gizachew Deriba and Ismaila Temitayo Sanusi

Published On: March 25, 2025

Published By: Computers and Education Open (Elsevier)