African leaders and stakeholders have been urged to develop future-proof education and digital economy policies that prioritise digital equity and fund indigenous EdTech invention.

The call was made by Vice Chancellor Highstone Global University (HGU) Texas USA, Theophilus Aku Ugah, during the institution’s 8th convocation lecture held in Lagos.

Speaking under the theme, ‘The digital renaissance: Reimagining education and economy in Africa,’ Ugah, a professor, underlined the continent’s unwarranted position in the global race.

He warned that without deliberate and sustained investment in digital infrastructure and home grown educational technologies, Africa risks being left behind in a rapidly evolving global landscape.

Highlighting the importance of digital equity, the VC said it was not a luxury but necessity, urging

police makers to abandon outdated frameworks and embrace bold, forward thinking strategies.

“Success of Africa’s digital renaissance hinges on intentional policy, robust infrastructure, digital skills, and inclusive innovation, but to sustain and expand this progress, Africa must reimagine the future with clarity,” Ugah added.

Given a brief history of Africa’s education and economic structure, he said it evolved through four key epochs.

Enumerating the epochs, the professor said they include, pre-colonial indigenous education and subsistence economy; colonial imposition and the dual system; post-independence reforms and pre-digital era.

“This past, marked by fragmented reforms, underdeveloped digital infrastructure, and systemic inequalities, has shaped the educational and economic realities of present-day Africa. But that is not where the story ends. The seeds of a digital renaissance have already been sown.’’

He observed that Africa in the recent years has been undergoing a quiet but powerful transformation driven by mobile connectivity; cloud computing.

Explaining further he said, “Artificial Intelligence, block chain, and a booming youth population, the continent is transitioning from laggard to leapfrog in digital adoption,’’ he said.

While considering the impact of AI-powered personalised learning, the professor affirmed that Artificial Intelligence (AI) will enable fully adaptive learning systems, where students receive customised lessons, assessments, and feedback in real time based on their performance and learning style.

In addition, he said that AI chat bots can provide on-demand tutoring and administrative support in local African languages.

For him, with the rise of mobile and internet penetration over 650 million Africans now own mobile phones, more than those with access to clean water or electricity.

The mobile broadband, he added has become the continent’s most significant infrastructure revolution.

Quoting a global organisation that represents the interests of mobile network operators worldwide, HGU VC said that 75 percent of Africans now live in areas with 3G or 4G coverage adding, “over 300 million people use mobile internet services, the growth rate of mobile-based education platforms in Africa is the fastest globally.

“Nigeria’s “uLesson” platform delivers interactive video lessons to secondary school students via mobile, reaching over 3 million learners across West Africa.

“The explosion of online learning, COVID-19 acted as a digital accelerator, forcing institutions, including those in Africa, to adopt online learning platforms almost overnight. While challenges remain, there has been remarkable progress,’’ he noted.

Addressing the graduating students who include PhD, Maters and degree students, he described them as recipients of knowledge; creators; mentors, and stewards of Africa’s digital future.

“You must conduct research that addresses African realities; bridge the gap between academia and industry; lead policy reform and digital infrastructure advocacy.

“You must build local innovation hubs and online universities; empower marginalised communities through inclusive digital programmes.”

On his part, African representative of HGU, Harriet Chimezie Onyemeforo, stressed the need for African universities to be more of practical than theoretical.

According to Onyemeforo who is a professor, when universities in Africa including Nigeria become more of practical, it will develop skilled graduates ready for the continents real–world challenges, fostering innovation, and driving economic growth.

Similarly, president of Highstone Global University Texas USA, Maurice Azubuike Odiete said that the institution which was established some years back is an online university which aimed to empower working adults by providing accessible, high–quality and affordable education.

According to him, the university is committed to preparing students to be global citizens who are equipped to tackle the complex challenges of the 2Ist century.

One of the graduating PhD students, Cletus Onyemhese Agbakhamen who spoke in an interview with journalists commended the institution, acknowledging the efforts of the professors and the staff for their specific contributions towards making his dream a reality.