The management board of the DigiMarkt Project has called for the integration of Artificial Intelligence into Ghana’s mainstream education curriculum, arguing that the future of work will be driven by AI and digital skills. The board said the rapid evolution of AI and digital technologies makes it imperative for Ghana to undertake deliberate and urgent reforms in its educational system to equip students with relevant skills for a fast‑changing global economy.
Prof. Yarhands Dissou Arthur, Ghana Coordinator for the project and Dean of the Faculty of Applied Sciences and Mathematics Education at the University of Skills Training and Entrepreneurial Development (USTED), made the appeal at the final conference of the DigiMarkt Project. The event, held on the theme “Transforming the Digital Future of TVET in Ghana: The Role of the DigiMarkt Project,” was hosted at the USTED campus in Kumasi and marked the climax of the two‑year initiative.
Co‑funded by the European Union with a grant of €394,185, the project sought to strengthen digital marketing and emerging technology competencies within Technical and Vocational Education and Training (TVET) in Ghana. Prof. Arthur warned that AI is set to dominate every facet of life and industry in the next three decades, and that Ghana risks being left behind if it delays its adoption.
He argued that AI should no longer be seen as an elective or the preserve of computer science specialists but as a fundamental literacy that every student must possess, similar to reading and writing. “In fact, AI is something that is taking over the world in the next thirty years, and we as a country cannot afford to wait until it has taken over before we begin to learn,” he said.
Prof. Arthur proposed that AI be made a common course across all public and private universities in Ghana, just like basic Information and Communication Technology (ICT). He added that AI should also be introduced at the senior high school level to build a strong foundation and digital confidence among learners before they enter tertiary institutions.
He stressed that the real debate should not be about whether AI should be adopted, but about ensuring its responsible application. “We need to teach students how to make responsible use of AI. And to be able to teach them how to use it responsibly, teachers and instructors in the various schools must first learn how to use it themselves,” he emphasized.
The USTED, Cape Coast Technical University and Bolgatanga Technical University have established a state‑of‑the‑art AI and digital marketing laboratory to spearhead the initiative, offering training to secondary school teachers. Lecturers at USTED are already benefiting from the programme, using AI to develop lecture notes, prepare PowerPoint presentations and compile research materials.
Connecting AI education to Ghana’s unemployment crisis, Prof. Arthur explained that the DigiMarkt Project was originally conceived to enhance the employability of TVET graduates within the digital economy. He noted that technical skills alone are no longer sufficient; graduates must also be equipped with the capacity to sell their skills and products.
He highlighted ongoing engagements with German partners to establish remote work pipelines for top‑performing trainees in data analytics, digital marketing and cybersecurity, allowing skilled Ghanaian youth to work remotely for international companies without leaving the country, thereby curbing brain drain while earning foreign income.
Prof. Arthur concluded with a strong appeal to policymakers, educators and parents to embrace the AI revolution rather than resist it, urging that AI be integrated into the national curriculum at all levels of education.
