Ethiopia’s higher education system is facing mounting criticism for its outdated university curricula, which experts say have not been significantly revised since the 1990s. This stagnation is emerging as a major obstacle to the country’s efforts to harness artificial intelligence (AI) and modernize its economy, according to panelists at the Huawei Education Summit 2025 held in Addis Ababa.
During a high-level discussion titled “Educational Opportunities and Challenges in Ethiopia in the Digital Age,” education leaders and technology experts called for urgent reforms to align university programs with the rapid advances in AI and digital technology. The summit, which coincided with Ethiopia Digital Week, brought together stakeholders from across Africa to explore the future of education in a digital era.
Dr. Dereje Engida, President of Addis Ababa University of Science and Technology, highlighted that the curriculum currently in use across Ethiopian universities was developed in the 1990s and has not kept pace with technological progress. “Especially since the innovative AI that emerged two or three years ago is changing entire areas of work, keeping the curriculum up to date is crucial,” he said, noting that the current programs are ill-equipped to prepare students for the demands of an AI-driven world.
Dr. Jemal Abafita, President of Jimma University, echoed these concerns, pointing out that the curriculum remains heavily theory-oriented with limited practical application. “This is a big problem for the implementation of AI,” he said, emphasizing the need for a practice-oriented approach and early talent development supported by robust infrastructure and teacher training.
Panelists warned that the lack of curriculum updates is not the only barrier to AI adoption in Ethiopian higher education. There is also a shortage of qualified instructors trained in AI, as well as insufficient investment in modern science and technology laboratories—especially outside major cities. Dr. Dereje noted that even teachers need to adapt and become lifelong learners to effectively incorporate AI into their instruction.
Infrastructure issues further complicate the situation. Limited access to reliable internet and electricity, as well as outdated devices, make it difficult for universities to implement advanced AI programs or offer hands-on experience to students. While some institutions have established data centers, rapid technological change means much of the equipment quickly becomes obsolete.
The summit’s discussions come as Ethiopia and other African nations ramp up efforts to integrate AI into education. UNESCO officials at the event called for the inclusion of AI-related content in school and university curricula across Africa, arguing that such reforms are essential for building innovative and sustainable education systems. Rita Bissoonauth, director of the UNESCO Liaison Office to the African Union and UNECA, urged African governments and the private sector to work together to invest in digital, green, and tech-driven educational models to meet the needs of the future economy.
Ethiopia has made some progress in this area. The Ethiopian Artificial Intelligence Institute, established in 2020, is working with universities to design AI-focused programs at the master’s and PhD levels. The government’s National AI Policy, adopted in 2024, aligns with the African Union’s Continental Artificial Intelligence Strategy and aims to position Ethiopia as a center of AI excellence by 2035. However, implementation remains slow, and many universities have yet to fully embrace these changes.
Huawei, the summit’s host, showcased its latest education-focused technology solutions, including AI-powered learning platforms and smart campus infrastructure. The company also highlighted its partnerships with more than 2,200 educational institutions globally, offering training to over 200,000 students annually in ICT, networking, and cloud technologies. Huawei’s commitment to supporting Ethiopia’s digital transformation was praised by summit participants, who stressed the importance of public-private collaboration in overcoming resource and skills gaps.
