Gender differences in awareness and preparedness for the use of artificial intelligence (AI) in higher education institutions across Sub-Saharan Africa: A Comparative analysis

This study examines gender differences in awareness and preparedness for the use of artificial intelligence in HE institutions across Sub-Saharan Africa. Specifically the study sought to: assess the level of awareness and familiarity with artificial intelligence tools among male and female faculty and students in higher education institutions across Sub-Saharan Africa; compare the levels of preparedness for artificial intelligence use among male and female respondents; identify the institutional and structural factors that influence gendered patterns of artificial intelligence adoption; analyze how gender differences in awareness and preparedness can inform more inclusive and gender-responsive strategies for artificial intelligence integration in higher education.  The study was guided by Diffusion of Innovation (DOI) theory and the Gendered Digital Divide framework. A descriptive, cross-sectional survey design was employed, drawing on responses from 314 participants representing universities and technical institutions in Kenya, Malawi, Uganda, Nigeria, and other African countries. Findings revealed that while both genders demonstrate high awareness and positive attitudes toward AI, males reported slightly greater exposure and training opportunities, whereas females exhibited higher confidence in integrating AI into teaching and learning. Nonetheless, persistent disparities in institutional support, access to training, and exposure to emerging technologies constrain equitable adoption. The Gendered Digital Divide framework helps explain these gaps as outcomes of structural and cultural barriers that limit women’s participation in digital innovation, while DOI theory contextualizes adoption behavior within stages of diffusion and perceived advantages. The study underscores the importance of gender-responsive digital capacity building and inclusive AI literacy programs that bridge awareness, access, and application gaps. It concludes that addressing gendered barriers is essential for achieving equitable and sustainable integration of AI in higher education across the Sub-Saharan region.