POTENTIAL OF AI-DRIVEN VIRTUAL LEARNING ENVIRONMENTS IN AFRICAN HIGHER EDUCATION INSTITUTIONS

Abstract

Artificial intelligence (AI) has completely changed the educational landscape, inspiring the creation of virtual learning environments (VLEs) powered by AI. These immersive learning environments have revolutionised the way we think about education by giving students individualised, dynamic, and exciting educational experiences. The objectives of the study were to explore the current
state of AI-driven VLEs in African higher education institutions (AHEI) and to investigate the potential benefits and challenges of implementing AI-driven VLE in AHEI. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model, the Diffusion of Innovations (DOI) theory and the Theory of Planned Behavior (TPB) which provide valuable framework to understand AI
adoption in higher education, enabling educators to design and implement AIpowered tools more effectively. This study employed a comprehensive review approach as the primary data collection method to investigate the adoption and effect of AI-driven VLEs in African Higher Education. The review of existing literature was conducted, encompassing academic journals and published institutional reports. Key search engines and databases, including Google Scholar, Scopus, and Web of Science, were utilized to identify relevant sources. The inclusion criteria were resources of relevance to the research objectives and studies published. The findings demonstrate AI-driven VLEs possess the potential to transform African higher education by increasing access, improving quality, and enhancing student outcomes. It also highlighted the benefits of AI-driven VLEs, including personalised learning, supporting students with disability and improved student engagement. The challenges encountered include unreliable internet, digital literacy gaps, high costs, and concerns about cultural relevance and equity. The paper recommended that governments and educational institutions should
invest in reliable internet connectivity and collaborate with local experts to develop AI-driven VLEs tailored to the unique needs of African students.

Keywords: Artificial Intelligence (AI), Digital skills gap, Learning outcomes, Students’ Personalised learning and Virtual Learning Environments (VLEs)
Date of submission: 15th, January 2025; Date of acceptance: 22nd, May 2025
Date of publication: 13th July, 2025
url: www.mjdesjournal.com
*Corresponding author
Citation:
Shaban, S. H., Aryeh-Adjei, A. A. & Anaman, A. A. (2025). Potential of AI-Driven Virtual Learning Environments in African Higher Education Institutions. Multidisciplinary Journal of Distance Education Studies, 2(1)69-104.