AI IN AFRICAN SCHOOLS: OBSTACLES, PERSPECTIVES AND PEDAGOGICAL STRATEGIES

The rise of artificial intelligence (AI) is reshaping global educational paradigms, raising critical questions about the capacity of African education systems to adapt, innovate, and regulate. This study offers a critical and forward-looking analysis of the issues and challenges related to the integration of AI in African educational contexts, drawing on the technological pedagogical content knowledge (TPACK) theoretical framework, sustainable development goals (SDGs), and a mixed-methods approach based on surveys, documentary analyses and semi structured interviews. The overarching objective is to propose an AI training strategy tailored to African contexts on the basis of the development of technological, pedagogical and ethical competencies. The findings highlight four key structuring areas: literacy in emerging solutions, prevention of pedagogical distortions, promotion of responsible practices, implementation of educational protection and restoration mechanisms. The research also identifies major barriers such as the lack of regulation, unequal access and the absence of context-sensitive frameworks. divides. It proposes a methodological scenario built around TPACK. The TPACK model offers a relevant framework for analysing this integration by articulating teachers technological, pedagogical and content knowledge.