From awareness to readiness: a systematic review of AI readiness in Sub-Saharan African higher education and its implications for entrepreneurship

Abstract

The rapid diffusion of artificial intelligence (AI) is increasing pressure on higher education institutions to prepare graduates for AI-enabled entrepreneurship. However, limited research has examined how AI skills development, curriculum integration, and ethical preparedness collectively influence entrepreneurial capability development in Sub-Saharan Africa. Guided by PRISMA 2020 procedures, this review synthesizes evidence from 63 peer-reviewed studies published between 2020 and 2025 using thematic analysis and deductive coding. Findings reveal uneven research distribution, with over 60% of studies originating from Nigeria and South Africa, indicating regional disparities in research capacity and institutional readiness. Although students show growing awareness of AI, engagement is largely confined to basic tools such as chatbots and generative AI. Advanced applications, including predictive analytics and automation, remain constrained by inadequate infrastructure, weak data literacy, and limited analytical skills. Ethical preparedness is also insufficient due to limited curriculum coverage and weak institutional governance. Overall, AI readiness in Sub-Saharan African higher education reflects growing awareness but limited capability for transformative entrepreneurial innovation. The review recommends integrated curriculum reform, infrastructure investment, and stronger ethical governance to support meaningful AI-enabled enterprise development.