Protecting the Learner in the Age of Artificial Intelligence: An Educational Psychology Policy Agenda for Student Well-Being, Agency and Resilience in Sub-Saharan Africa

Background Artificial intelligence (AI) is rapidly changing education through generative AI, adaptive learning systems, automated assessment, intelligent teaching, and data-driven learning support. More and more AI-powered systems are mediating learning, communication, information searching, and, in some cases, emotional support. These technologies offer great promise for enhancing access, personalization, efficiency, and learner engagement, but they also present substantial psychological, ethical, and developmental problems. These challenges are exacerbated in Sub-Saharan Africa by inequalities in digital access, inadequate regulatory capacity, insufficient data-protection systems, language and cultural under-representation, and uneven institutional preparation. Policy and implications In this policy brief, we look at AI in education from the perspective of educational psychology, with a special emphasis on student well-being, learner agency, and resilience. It proposes that AI governance should extend beyond considerations of technology adoption and academic efficiency to explore how AI impacts autonomy, motivation, critical thinking, creativity, social relationships, psychological safety, and autonomous learning. The report emphasizes the importance of learner-centered national AI policies, age-appropriate safeguards, increased teacher capacity, inclusion of AI literacy in curricula, safeguarding of learner data, equal access to digital technology, culturally relevant artificial intelligence systems, and meaningful student participation in AI governance. Policies should ensure that AI is used to promote learning, yet safeguard student well-being, autonomy, privacy, dignity, and cognitive growth. It also underscores the need for African-led research and cross-sector collaboration to generate context-specific information on the long-term implications of AI for learners. Recommendations The brief argues that the success of AI integration in Sub-Saharan African education should be gauged not just by the acceptance of technology, but by its contribution to psychologically healthy, critically thinking, resilient, and autonomous learners. Conclusions A human-centered approach is therefore very important to ensuring that AI is a help and not a hindrance to the developmental and relational underpinnings of education.