From Global Models to Local Realities: AI Literacy, Education Policy, and Governance in Ghana

Abstract

Artificial intelligence (AI) literacy is being highlighted in education policy as essential due to the rapid incorporation of AI, particularly generative AI, in learning environments. This position paper ar gues that global AI literacy frameworks are not suitable for Ghana and similar contexts because they view AI literacy primarily as a curricular issue rather than a governance question. Using the Royal Society’s framework as an example, it suggests that these models make assumptions about infrastructure and data governance that do not align with Ghanaian realities. The paper identifies blind spots regarding learner agency, data sovereignty, and platform de pendence, proposing that AI literacy should be seen as a form of soft governance. It also advocates for ethno-AI literacy as a locally relevant alternative, prompting discussion on the risks of adopt ing global models that may hinder educational autonomy in the Majority World.