Digital Transformation in Education and Human-Centred Governance in Africa

Ayanga Winfred és Magda Robert (2026) Digital Transformation in Education and Human-Centred Governance in Africa. In: Interdisciplinary Approaches to Addressing the Opportunities and Challenges posed by Digitalization and Artificial Intelligence – BUEB Day of Hungarian Science 2025. Budapesti Gazdaságtudományi Egyetem, Budapest, Magyarország, pp. 1-12. ISBN 978-615-6886-30-9

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Abstract

The adoption of digital technology in higher education has changed current forms of teaching and learning in Africa especially after the COVID-19 pandemic. Digital transformation has extended the academic space, made the tools of novel blended and online education available in wider circles and created cooperation among teachers and students beyond boundaries. The shift has also been notable in the existing imbalances of access, digital literacy and technological infrastructure. The paper will describe the extent and effect of digital transformation on higher education and its effect on human-centred values in a select group of African countries across the continent: South Africa, Nigeria, Rwanda, Kenya Ghana, Zambia and Egypt. The study involves the Technology Acceptance Model and the Human-Centred Digital Governance Theory to explore the effects of human-centred digital governance on the adoption of technology and inclusiveness in education. Qualitative review methodology was applied, and academic literature, policy papers and case studies were reviewed. The thematic content analysis of sources revealed the following: developments in digital transformation in Africa; the benefits of digital learning; limitations and equity issues; and the place of governance in the use of the digital technology. The results indicate that most rapid gains are attained in countries that have working capacity in digital policy and long-term investment in the Information and Communications Technology infrastructure, for example in Kenya and Rwanda. Though under-resourced contexts, the countries are also characterised by bottlenecks related to affordability, digital literacy, cybersecurity, inequality in internet access and institutional unpreparedness. The paper concludes by stating that digital transformation should not rely purely on the use of technologies but on an all-inclusive approach that include governance, capacity building, inclusivity, transparency, accountability and ethics. Equally important is fostering interinstitutional and intra-Africa collaboration and policy dialogue. This study caters for policy makers, scholars and institutions and provides insights for contributing to the development of ethically grounded digital transformation of the education sector in Africa and globally.