Embracing AI in Education: The Future Is Here, Not to Be Feared.

The Ministry of Education, the Ghana Education Service (GES), and the Transforming Teaching, Education and Learning (TEL) initiative deserve commendation for their bold steps in preparing a new curriculum designed to transform education in Ghana. However, as we move toward full implementation, one thing must be made clear: we cannot hide from technology, and certainly not from Artificial Intelligence (AI).

Technological advancement has always come with its pluses and minuses. But that has never been a reason to stop exploring or harnessing its potential. The world today runs on technology, and without it, most of the progress we enjoy in communication, health, education, agriculture, governance and many other areas would not be possible.

It is therefore surprising that teachers being trained on the new curriculum are reportedly told not to refer to the new teaching application as AI, but rather as just an app, as though changing the name would alter its function. The system teachers in the senior High schools are being introduced to allows them to easily access schemes of work, lesson plans, and other teaching materials—features that are clearly powered by technology. Therefore, if an app that allows a teacher to generate lesson notes and other teaching materials is not AI, then what is it?

This subtle avoidance raises unnecessary suspicion. There is nothing wrong with calling a tool what it truly is. Teachers and students across the world are using AI responsibly to improve learning outcomes, simplify complex concepts, and personalise education. Ghana cannot afford to lag behind because of misplaced fears or poor communication as to what AI can be used for.

The Chief Examiners’ recent concern about students using AI revolves around exam malpractice—where some students enter examination halls with mobile phones or receive external assistance to answer questions. While this is indeed worrying, it still reveals an important truth: the use of AI is not alien to our students. They already know about it and are willing to explore it. What they need is proper guidance on how to use AI as a learning aid, not as a cheating tool. Instead of discouraging its mention or use, the education system should focus on training both teachers and students to apply AI responsibly and ethically to enhance teaching and learning in our schools.

AI offers numerous benefits to modern education. It improves efficiency and saves time, allowing teachers to generate schemes of work, lesson notes, and quizzes within minutes, freeing them to engage more deeply with their students. It also promotes personalised learning by providing support tailored to individual strengths and weaknesses. With AI, access to educational resources is greatly enhanced, as students can now reach global knowledge platforms from anywhere, broadening their learning experience beyond the traditional classroom. Additionally, AI systems make continuous assessment and feedback possible, helping both teachers and students to monitor progress and identify areas for improvement almost instantly.

Of course, AI comes with some challenges. It can encourage overreliance, misinformation, or even reduce creativity when misused. Yet, these risks can be effectively managed through proper guidance, monitoring, and clear policy frameworks. What is dangerous is not the technology itself, but the ignorance of how to use it responsibly. The solution lies in education, not restriction.

The Ministry of Education and GES must therefore be transparent about how AI is integrated into the new curriculum. Teachers and stakeholders have the right to know how it works and how it will affect their daily operations. Concealing or rebranding AI under another name does not change its function It only fuels confusion and mistrust. Openness and proper orientation are key if Ghana’s education system is to advance confidently into the future.

Moreover, as this new curriculum increases the workload of teachers, it is only fair that the government reviews teachers’ salaries and conditions of service. Teachers are the backbone of this transformation. Expecting them to do more work with little motivation is counterproductive. A teacher burdened by financial worries cannot give their best in the classroom. If the government truly wants this new curriculum to succeed, it must empower teachers—technologically, professionally, and financially. The failure or success of any curriculum lies not in the document but in the hands that implement it.

In the end, AI is not a monster. It is a tool. One that, when used wisely, can make Ghanaian education globally competitive and prepare our students for the demands of the 21st century. It’s time we stop playing games with names and start embracing the reality: the future of education is AI-driven, and Ghana must not be left behind.