African universities are facing growing pressure to change how they assess students as artificial intelligence (AI) tools make it easier to produce essays, solve problems and complete academic tasks within seconds.
The call for reform came from Professor Nana Aba Appiah Amfo, Vice-Chancellor of the University of Ghana, who urged higher education institutions to place greater emphasis on students’ understanding, reasoning and ability to apply knowledge rather than relying heavily on conventional examinations and written assignments.
Amfo made the recommendation while delivering a keynote address at the University of Lagos (UNILAG) International Week, held from October 12 to 17, 2026. The event focused on rethinking teaching practices and the future of higher education in the 21st century.
According to a report by The Guardian Nigeria, the professor questioned the value of traditional written assignments when students can use AI to generate seemingly convincing responses without necessarily understanding the subject.
Her position highlights an important challenge for universities across Nigeria and the wider African continent: how to maintain academic standards while preparing students for a world where AI is becoming increasingly accessible.
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Universities Asked to Prioritise Practical Skills and Critical Thinking
Amfo recommended that universities adopt a wider range of assessment methods, including oral examinations, presentations, practical demonstrations, student portfolios and project-based assignments.
These approaches could help lecturers establish whether students genuinely understand what they have learnt, can explain their reasoning and are capable of applying their knowledge to unfamiliar situations.
Rather than treating AI purely as a threat to academic integrity, she encouraged universities to explore how the technology could support learning without weakening independent thinking.
The recommendation comes as educators reconsider the relationship between technology and academic performance. A well-written essay may demonstrate a student’s ability to organise information, but it does not always establish whether the student can defend an argument, identify errors or apply the underlying concepts independently.
Amfo also called for digital literacy and applied AI education to become part of learning across disciplines. She argued that graduates should understand not only how to use emerging technologies but also their ethical implications, limitations and potential effects on society.
Her remarks reflect a wider conversation about the future of higher education. In a related discussion published by QS, educators have also highlighted the need to assess students’ ability to evaluate AI-generated information and use technology responsibly within their chosen fields.
African Languages, Inclusion and Local Challenges Remain Central
Beyond examinations, Amfo raised concerns about the limited representation of African languages and indigenous knowledge in the datasets used to develop many AI systems.
She warned that AI tools may struggle with local expressions, accents, names and cultural meanings. As universities increasingly incorporate these technologies into teaching and research, she argued that African institutions should contribute their languages, research and knowledge systems to the development of AI.
The issue is particularly relevant to a continent with diverse languages and cultural traditions. If AI systems fail to represent these realities adequately, their growing use could reinforce existing inequalities in access to knowledge.
Amfo also advocated teaching methods that encourage students to investigate problems and develop solutions. These include case studies, simulations, collaborative projects, fieldwork and community-based learning.
Using public health as an example, she highlighted the importance of understanding local beliefs, economic pressures and public trust when addressing resistance to health advice. Such situations require more than technical knowledge; they also demand communication, cultural awareness, sound judgement and teamwork.
She further urged universities to make learning more inclusive through accessible materials, appropriate support for students with disabilities and assistance for learners from disadvantaged backgrounds. Faculty development and institutional policies that recognise teaching excellence were also identified as important areas for improvement.
Back Story: Why AI Is Changing University Assessment
The growing availability of generative AI has intensified debates about academic integrity, student learning and the purpose of university examinations. Tools capable of generating text, summarising research and answering complex questions have challenged traditional assumptions about what submitted assignments reveal about a student’s abilities.
African universities must now consider how to distinguish between students who understand a subject and those who rely heavily on automated assistance. However, banning AI outright may overlook its potential to support research, improve feedback and strengthen learning when used responsibly.
A 2025 report from the University of Cape Town documented similar discussions among South African institutions, with educators exploring assessment methods that prioritise critical inquiry, creativity and demonstrable understanding.
For Nigeria and other African countries, implementing such reforms will require careful planning. Large classes, limited funding, uneven internet access and shortages of digital resources may make new assessment models difficult to introduce across entire university systems.
Ultimately, the challenge is not simply to prevent students from using AI. It is to ensure that university education continues to develop graduates who can think independently, evaluate evidence, solve real problems and use technology responsibly. Achieving that goal will require changes in assessment, teaching practices and institutional priorities.
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