Assessing Awareness and Usage of AI Tools Among Faculty and Learners in Higher Education Institutions in Sub‑Saharan Africa

Abstract

This study reports on awareness and usage of artificial intelligence (AI) tools among faculty and learners in Sub-Saharan African higher education institutions. It summarizes which tools respondents recognize, which tools they mostly use, why they use them, and the benefits they perceive. A descriptive, cross-sectional survey design was employed, analyzing responses from N = 315 participants across public, private, and technical/vocational institutions in Sub-Saharan Africa. Results indicate high visibility of general-purpose generative tools (for example, chat-based assistants), strong use of writing and assessment support, and learner focus on idea generation, writing help, and exam preparation. Reported benefits center on time savings, access to information, and improved clarity in writing and learning tasks. Differences between faculty and students suggest the need for role-specific capacity building, clear academic integrity guidance, and alignment of AI use with learning outcomes. The study aimed to explore patterns of AI awareness, use, and perceived benefits while interpreting adoption behavior through the lens of the Diffusion of Innovation theory. Limitations include reliance on self-reports and aggregate tables. The study concludes with practical suggestions for training, policy, and curriculum integration in resource-constrained contexts.