以教育为中心的AI政策批判性分析：以加纳的AI战略为例

中文摘要 AI 辅助

国家人工智能（AI）战略日益指导治理、劳动力发展、创新和竞争力提升，但人们对这些战略如何将教育视为兼具教学、文化、伦理和实施需求的领域知之甚少。本研究开发并应用了以教育为中心的AI政策框架，对加纳《2025-2035年国家人工智能战略》展开分析。通过批判性定性政策文件分析，我们从六个构成要素对该战略进行考察：政策目标、教师能动性与专业学习、课程与评估、语言与文化、负责任的AI与学习者保护，以及参与和实施治理。研究发现，加纳的战略既雄心勃勃又贴合时代需求，尤其在强调AI素养、青年技能、职业技术教育与培训（TVET）、劳动力准备、农村推广、本地语言数据、包容性及负责任的AI治理方面表现突出。然而，其教育议程在国家AI准备度方面较强，而在学校层面的实施上较为薄弱。教师能动性、职前教师教育、课程进阶、评估指导、AI披露、多语言教学法、文化响应型AI应用、以儿童为中心的保障措施及参与式治理仍有待完善。我们还发现该文件存在透明度与连贯性方面的问题，包括带有AI风格的视觉内容却无明确披露，以及愿景与使命图表与其文字说明不匹配。我们认为，加纳需要制定一项以教育为中心的特定领域AI政策及实施路径，将劳动力准备与教师培养、课程改革、评估重构、学习者保护、基础设施、本地语言教学、文化响应型教学法、本地适配的AI工具及参与式治理相衔接。

英文摘要

National AI strategies increasingly guide governance, workforce development, innovation, and competitiveness, but less is known about how they frame education as a sector with pedagogical, cultural, ethical, and implementation demands. This study develops and applies an Education-Centered AI Policy Framework to analyze Ghana's National Artificial Intelligence Strategy, 2025-2035. Using critical qualitative policy document analysis, we examined the strategy through six components: policy purpose, teacher agency and professional learning, curriculum and assessment, language and culture, responsible AI and learner protection, and participation and implementation governance. Findings show that Ghana's strategy is ambitious and timely, especially in its emphasis on AI literacy, youth skills, TVET, workforce readiness, rural outreach, local language data, inclusion, and responsible AI governance. However, the education agenda is stronger on national AI readiness than on school-level implementation. Teacher agency, pre-service teacher education, curriculum progression, assessment guidance, AI disclosure, multilingual pedagogy, culturally responsive AI use, child-centered safeguards, and participatory governance remain underdeveloped. We also identify document-level concerns about transparency and coherence, including apparent AI-styled visual content without visible disclosure and a mismatch between a vision and mission figure and its textual explanation. We argue that Ghana needs a sector-specific, education-centered AI policy and implementation pathway that connects workforce readiness with teacher preparation, curriculum reform, assessment redesign, learner protection, infrastructure, local language instruction, culturally responsive pedagogy, locally responsive AI tools, and participatory governance.

发表机构

• University of Georgia（佐治亚大学）
• Université de Guyane（圭亚那大学）
• University of Manitoba（曼尼托巴大学）
• Gambaga College of Education（甘巴加教育学院）
• University for Development Studies（发展研究大学）
• The Open University（开放大学）
• St. Joseph’s College of Education（圣约瑟夫教育学院）
• Mampong Technical College of Education（曼庞技术教育学院）
• Bagabaga College of Education（巴加巴加教育学院）

机构由 AI 辅助整理，请以论文原文为准。