A research investigation documents Malawi’s emerging AI literacy challenges at the higher education level. With few exceptions, universities have yet to establish clear policies governing AI in academic work, leaving both students and faculty in legal and ethical uncertainty. AI is taught as a module in some schools, with calls to broaden it and include real-world implementation so students can experiment with solutions contextualized to local needs. The National Council for Higher Education (NCHE) has not issued formal AI guidelines, though its 2021–2026 strategic plan emphasises innovation. In June 2025, ICTAM and the Institute of Marketing in Malawi co-hosted a landmark AI training program for professionals, signaling private-sector urgency to build local capacity.
Published by: Center for Investigative Journalism Malawi (civil society research organization)
Key finding: Universities lack institutional AI policies and governance frameworks despite growing student and professional demand for AI skills training.
Context: This reflects a broader pattern across Africa where education systems recognize AI’s importance but lack the policy infrastructure, funding, and institutional capacity to implement systematic AI literacy programs. The gap between awareness and action is widening.