AI in Education in Africa: A Bibliometric Analysis

Abstract

Artificial Intelligence in Education (AIEd) has emerged as a promising approach for addressing educational challenges and supporting digital transformation worldwide. In Africa, the growing adoption of artificial intelligence offers opportunities to enhance teaching, learning, and institutional efficiency; however, a comprehensive overview of research trends in this domain remains limited. This study presents a bibliometric analysis of AI in education research in the African context. Using the Scopus database and following the PRISMA framework, 1,065 English-language publications published between 2020 and 2025 were analyzed. Bibliometric and visualization techniques were applied using VOSviewer, NVivo, and Microsoft Excel to examine publication trends, document types, leading journals, subject areas, geographic distribution, institutional contributions, and keyword co-occurrence patterns. The findings reveal a significant growth in research output after 2020, with South Africa and Morocco emerging as leading contributors. Dominant themes include machine learning, predictive analytics, and higher education, alongside emerging interest in advanced AI techniques. This study provides a structured overview of AIEd research in Africa and highlights directions for future research and collaboration.