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Professor Peter Okebukola, Director, African Institute for International Understanding of Cultures (IACIU), African Institute for International Understanding of Cultures (IACIU), Category 2 Institute of the African Institute for International Understanding of Cultures
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has called for the integration of culture and artificial intelligence (AI) in teaching and learning in Africa, saying this is a timely and strategic response to the continent’s evolving educational demands.
Mr. Okebukola made this call on Tuesday at a workshop titled “Cultural Techno-Contextual Artificial Intelligence Pedagogy (CTCAI): Principles, Practice and Performance” organized by IACIU held at the prestigious Olusegun Obasanjo Presidential Library in Okemosan, Abeokuta City, Ogun State, aimed at sensitizing and sensitizing the public on the important role that culture and artificial intelligence can play. Play with education at school.
He noted that while artificial intelligence continues to transform global knowledge systems, its effectiveness in African classrooms will largely depend on its alignment with cultural realities, indigenous knowledge, languages and community values.
The IACIU director said the Culturo Techno Contextual Artificial Intelligence Pedagogy (CTCAI) framework provides a structured path to embed technology within the social and cultural context of learners, rather than treating artificial intelligence as a neutral or independent digital tool.
According to him, “Sustainable education can only be achieved if innovation is human-centred, ethically based and culturally rooted.”
The parley discussants from Abeokuta and surrounding areas included education experts, teachers and members of the public who discussed the new CTCAI framework and highlighted its potential in teaching, learning and knowledge systems.
They unanimously agreed that CTAI represents a paradigm shift in education, where artificial intelligence is not simply deployed as a digital tool, but is contextualized within the cultural realities, social environment, and diversity of learners.
Furthermore, it was argued that effective learning occurs when technology matches human contexts, values, and lived experiences.
Discussants also expressed the view that traditional AI-driven learning models often overlook contextual variables such as language, identity, local knowledge systems, and community-based learning patterns.
It was further noted that CTCAI principles such as situational intelligence, learner-centered adaptability, cultural alignment, ethical AI integration, and performance-driven assessment are necessary prerequisites for effective performance.
Speakers emphasized that CTCAI encourages educators to move beyond standardized digital instruction to contextual intelligence.
They also emphasized that responsible implementation requires policy guidance, educator training, ethical safeguards, and investment in culturally diverse AI datasets.
Overall, the workshop noted that CTCAI holds promise not only to improve learning performance, but also to ensure that technological advancements remain human-centered, culturally rooted, and ethically guided.
The chairperson, who was commended for taking the initiative in organizing the workshop, called on education stakeholders in the country to keep abreast of the development of CTCAI with a view to its future implementation.
