The June 2026 offering of the King’s College London AI in Education course, facilitated through DIGI-FACE, has attracted a diverse and geographically dispersed cohort of participants from across sub-Saharan Africa and beyond. The course explores the opportunities and challenges that artificial intelligence, including generative AI, presents for teaching, learning, assessment, feedback, curriculum design, and the broader educational landscape.
A total of 219 participants registered for the course represented more than half of all sub-Saharan African (25) countries plus, Germany and Colombia and a wide range of higher education institutions. The largest cohorts came from Kenya, South Africa, Malawi, and Uganda.
The course also demonstrated strong institutional engagement. Nelson Mandela University, Lilongwe University of Agriculture and Natural Resources, and Moi University contributed the largest numbers of participants, while institutions such as Makerere University, the University of Ghana, the University of Dar es Salaam, and Université d’Abomey-Calavi were also well represented. This diversity illustrates the growing importance of AI-related knowledge and skills across African higher education networks.
Participants represented a range of professional and academic roles. Post-geaduate students formed the largest group, accounting for nearly half of all registrations, while lecturers, researchers, alumni, and professional staff also participated in significant numbers. This broad profile suggests that interest in AI-enabled teaching, learning, research, and professional practice extends across career stages and institutional functions.
Taken together, the participant profile points to a growing recognition that AI is becoming an important area of professional development within higher education. The strong geographical, institutional, and professional diversity of the cohort demonstrates the potential of collaborative digital learning initiatives such as DIGI-FACE to support innovation, capacity development, and knowledge sharing across the African higher education sector.
As the course progresses, participant engagement, completion rates, and end-of-course evaluations will provide further insight into the impact of this offering and its contribution to strengthening AI-related capacity within the DIGI-FACE community.
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