Readiness, Equity, and Ethical Concerns in Artificial Intelligence (AI) Adoption in Ghana: Implications for AI Integration in Healthcare and Education

Abstract

Abstract Artificial intelligence (AI) is increasingly positioned as a transformative tool in education and health. Yet empirical evidence on AI readiness in low-and middle-income countries, particularly among youth, remains scarce. This study examined patterns of adoption, equity determinants, and ethical awareness among Ghanaian youth to inform responsible AI integration in education and health systems. A cross-sectional survey was conducted among 200 youth aged 18–35 years in Ghana. Descriptive statistics, chi-square tests, and logistic-regression analyses were used to assess AI adoption, equity patterns, and predictors of readiness. Most participants reported current (89%) or prior (65%) use of AI tools. Accessibility was a significant positive predictor of adoption (β = 0.142, p = 0.001), whereas limited internet connectivity (β = –0.088, p = 0.049) and perceived exclusion or inequity (β = –0.109, p = 0.026) were significant negative predictors. Gender and age differences indicated persistent digital inequities. Ethical concerns were widespread: 51% were somewhat concerned and 39% very concerned about data privacy, algorithmic bias, and transparency. Ghanaian youth exhibit high AI readiness, but it is distributed in structurally uneven and ethically contested contexts. Readiness is best understood as a dynamic interaction between technical access, social inclusion, and trust. Translating readiness into equitable implementation will require investments in digital infrastructure, ethical governance, and participatory design. This study provides one of the first quantitative assessments of AI readiness among African youth and offers an evidence base for developing trustworthy, inclusive AI applications, such as healthcare and educational chatbots, that are grounded in local realities. Author Summary Artificial intelligence (AI) is often presented as a solution to challenges in healthcare and education. However, there remains limited evidence on people’s readiness to use AI in low-and middle-income countries and on the ways in which equity and ethics shape that readiness. We surveyed 200 youth in Ghana to understand their use of AI tools, perceptions of fairness and ethical concerns. Most participants were already using AI, yet adoption was uneven. Access to reliable internet and devices strongly increased use, while perceptions of exclusion and limited connectivity reduced it. Many youths expressed concern about data privacy, bias, and transparency in AI systems. These findings show that Ghanaian youth are eager but cautious adopters who value fairness and accountability. Building equitable and trustworthy AI systems in education and health will require improving access, addressing social inequalities, and involving youth directly in the design and governance of new technologies.

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