Africa-Press – Namibia. The Intergration of artificial intelligence (AI) into higher education in Namibia represents both an unprecedented prospect and a set of daunting challenges.
As the country seeks to assert itself as a key player in ‘AI for Emerging Economies’, critical steps have already been taken.
The Namibia University of Science and Technology (Nust) is leading this momentum.
Namibia’s approach to AI in higher education is anchored in strong national policy frameworks.
The country launched its National AI Strategy in February 2025, establishing education as one of four key sectors for AI integration.
This strategy operates through a National AI Council and sector-specific technical working groups, ensuring coordinated implementation across educational institutions.
It aligns with broader digital transformation goals outlined in Vision 2030, which emphasises knowledge-based economic development.
The ministry of education’s 2022 National Conference on Education Implementation Plan (2023-2030) identifies information and communication technology (ICT) as one of 10 key levers of change that provides a roadmap or blueprint for systematic technology integration.
CAPACITY BUILDING
Recent investments in digital infrastructure are laying the groundwork for AI integration.
The ICT Transforming Education in Africa project, launched in March 2025 through Unesco’s Korean-Funds-in-Trust partnership, focuses on developing curriculum-aligned digital content and strengthening teacher capacity.
This initiative represents a significant step toward creating the infrastructure necessary for AI deployment in educational settings.
At the basic education level, the Digital School pilot project, involving 16 schools across regions, demonstrates the government’s commitment to technology-enhanced learning.
Primarily focused on basic education, it creates a pipeline of digitally literate students who will eventually enter higher education institutions.
CHALLENGES
Despite progress, significant infrastructure challenges remain.
The 2022 Fourth Industrial Revolution Task Force report identified limited digital infrastructure as a key barrier to AI adoption.
The fact that only about 500 out of 1 800 government schools have access to basic technological infrastructure highlights a concerning digital divide that affects the entire educational pipeline.
Internet connectivity remains particularly problematic in rural areas, with teachers and pupils calling for improved network conditions to fully realise digital education benefits.
The high cost of internet access and limited bandwidth are additional barriers.
The most significant challenge facing AI integration in higher education is the shortage of skilled personnel.
The National Commission on Research, Science and Technology (NCRST) notes that Namibia faces “a lack of specialised skills, outdated educational frameworks, and gaps in the legislative and regulatory environment”.
The country’s institutions are beginning to offer AI degrees, but comprehensive educational reforms are needed to prepare students and faculty for AI-enhanced learning environments.
Teacher training is a critical bottleneck.
While initiatives like the Namibia National Teachers Union’s ICT programme have trained 754 teachers countrywide, and the annual Great Teachers Workshop (GTW) hosted by Nust to train her academics, the scale of need far exceeds current capacity.
Many teachers lack formal training in AI and digital technologies, making it challenging to deliver high-quality AI-enhanced education.
Another bottleneck is resource constraints. The high cost of computing infrastructure, specialised software and ongoing maintenance creates significant financial barriers.
This is compounded by insufficient research funding; NCRST notes that it is “underfunded and can only offer limited support”.
These constraints affect the development of AI research capacity and the ability to attract and retain qualified faculty.
ACTIONABLE STEPS
To successfully integrate AI in higher education across Namibia, universities and policy institutions must first ensure institutional readiness and effective governance.
Establishing dedicated AI leadership structures within each university is essential.
These should include inclusive AI steering committees comprising faculty, administrative staff and student representatives.
Appointed coordinators should oversee AI-related initiatives, providing strategic guidance, and ensuring coherence across departments.
Each institution must also develop clear policies addressing issues such as data privacy, ethical deployment, intellectual property and academic integrity.
Prior to large-scale implementation, universities should conduct AI readiness assessments to identify existing infrastructure, skill levels and institutional capacity.
Based on these assessments, institutions can adopt phased implementation plans, targeting high-impact and financially viable interventions.
Measurable benchmarks and performance indicators should be incorporated from the outset to track progress.
Faculty development is also important. There is a pressing need to deliver comprehensive AI literacy training to all academic staff regardless of their discipline.
This foundational training should equip faculties with the conceptual understanding and technical skills necessary to meaningfully engage with AI tools.
For those in computer science, engineering and related fields, more specialised instruction should be provided to deepen their ability to develop and supervise AI applications.
Curriculum transformation will be critical to aligning educational outputs with AI integration.
Institutions should embed AI literacy within general education requirements, ensuring all students graduate with a baseline familiarity with AI concepts and implications.
Universities should expand their offerings through standalone degree programmes and certificate pathways focused on AI and its application across domains.
Interdisciplinary courses that merge AI with fields such as agriculture, public policy or health sciences should be developed to encourage cross-sectoral innovation.
Moreover, universities should adopt adaptive learning systems that personalise instruction based on student performance and preferences.
MOVING FORWARD
Infrastructure development remains a foundational necessity.
One practical approach is to establish regional computing hubs that provide AI processing capabilities to multiple institutions simultaneously.
This will help offset high hardware costs and maximise resource efficiency.
Strategic partnerships with global technology firms can be pursued to secure access to specialised software and scalable cloud services.
Universities must also advocate for stronger connectivity infrastructure.
Additionally, investing in offline-compatible AI applications will ensure educational continuity in regions with intermittent connectivity.
Finally, Namibia’s progress will depend on establishing a strong policy and regulatory ecosystem.
National guidelines must be developed to govern the ethical and pedagogical use of AI.
Standards for data protection, algorithmic transparency and privacy must be clearly articulated to safeguard both students and educators.
Ethical oversight boards or advisory groups could provide institutions with ongoing guidance.
Government and universities should actively engage with the private sector to co-create contextually relevant AI solutions ranging from curriculum tools to administrative systems and internships.
The integration of AI into Namibia’s higher education system presents an opportunity to make learning and research more inclusive, data-informed and future-oriented.
Success will require a collaborative effort across government, academia, the private sector and civil society.
Source: The Namibian
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