AI in the Classroom: A Critical Posthuman Case Study on Enhancing Pedagogical Impact and Foundational Literacy in Ghanaian Basic Schools

• In Event: Global perspectives on technology, political economy, and (de)funding of international development

Proposal

ABSTRACT
This paper critically investigates the role of artificial intelligence (AI) in enhancing foundational literacy and pedagogical practices in Ghanaian basic schools, employing a critical posthumanist framework. Drawing upon qualitative data from case study schools, the research interrogates the agency of both human and nonhuman actors in literacy education. The preliminary findings suggest that AI integration can significantly augment literacy outcomes and teacher efficacy, provided local contexts, training and infrastructural realities are addressed. While AI-enabled pedagogical tools foster differentiated learning and personalized feedback, challenges such as digital inequality and ethical concerns remain persistent. The study underscores the importance of adopting a posthuman lens to holistically evaluate the sociomaterial assemblages shaping education in resource-constrained contexts.
PURPOSE
The rapid advancement of artificial intelligence technologies has prompted widespread debates regarding their transformative potential in education, particularly in developing contexts where foundational literacy remains a pressing challenge (Nyaaba, 2024). In Ghana, where disparities in educational outcomes and resource allocation are pronounced, the integration of AI in basic schools is emerging as a strategic intervention to address persistent gaps in literacy acquisition and pedagogical effectiveness. This study is situated at the intersection of educational technology, critical posthumanism, and literacy studies, seeking to investigate the ways in which AI-powered tools reshape the pedagogical landscape in Ghanaian primary classrooms.
The primary purpose of this research is to critically examine how the deployment of AI-driven educational technologies mediates the experiences of teachers and students, with a particular focus on foundational literacy. By adopting a critical posthumanist lens, this study interrogates the distributed agency of human and nonhuman actors within the classroom, moving beyond traditional anthropocentric models that position teachers as sole drivers of learning outcomes (Rubiolo, 2022). The research aims to generate nuanced insights into the pedagogical affordances, ethical implications, and contextual challenges that characterize AI integration in Ghanaian basic schools.
Specifically, the study seeks to: (1) assess the impact of AI-enabled instructional tools on literacy acquisition among primary students; (2) explore teachers’ perceptions and adaptations in response to AI interventions; and (3) critically analyze the sociomaterial assemblages that shape educational practices and outcomes in resource-constrained settings. Ultimately, the study aspires to inform policy and practice regarding the equitable, context-sensitive implementation of AI in foundational education in Ghana.
THEORETICAL AND EMPIRICAL PERSPECTIVES
The theoretical foundation of this study is grounded in critical posthumanism, an intellectual movement that interrogates the centrality of the human subject in knowledge production and advocates for the recognition of nonhuman agency within sociomaterial assemblages (Rubiolo, 2022). In the context of education, posthumanist scholarship challenges the traditional dichotomies between teacher and technology, learner and tool, emphasizing instead the distributed and relational nature of agency within the classroom (Taylor, 2016). This perspective is particularly salient in discussions of AI integration, as it foregrounds the entanglements of human actors, technological artefacts, policies, and infrastructures in shaping educational outcomes.
Empirically, the existing literature suggests that AI-powered educational technologies can foster significant improvements in foundational literacy, particularly through personalized learning pathways and real-time feedback mechanisms (Zhang & Leong, 2024). For example, adaptive learning platforms have demonstrated effectiveness in tailoring instruction to individual student needs, thereby mitigating disparities in literacy achievement (Syafitri et al., 2022). However, the literature also highlights the persistence of digital inequalities, infrastructural limitations, and contextual barriers that complicate the realization of AI’s full potential in low- and middle-income countries (Ciecierski-Holmes et al., 2022).
METHODS
This study adopts a qualitative case study methodology, Qualitative data will be triangulated to enhance credibility and validity, and member-checking procedures are implemented to ensure the accuracy of participants’ accounts (Birt et al., 2016). I am now working on acquiring IRB approval from the University of Nebraska review board, and all participants will be provided informed consent.

DATA SOURCES & ANALYSIS
Data sources include WhatsApp video interview of teachers of Senior High School, Junior High School and Primary schools in the Ashanti Region which constitute the basic education in Ghana, transcribed interviews with 20 teachers, related to AI in Ghanaian education. Qualitative data will be coded and analyzed thematically using NVivo, with particular attention to emergent themes concerning teacher adaptation, technological agency, and infrastructural constraints.
The qualitative findings will enable a nuanced interpretation of the pedagogical, social, and material dynamics associated with AI integration. Analytical rigor was maintained through data triangulation, peer debriefing, and iterative coding cycles, ensuring that the analysis captured the complexity and contextual specificity of each case study site (Hu, 2023)

RESULTS
Upon receiving institutional IRB approval, the findings from this study will be presented to highlight the use of AI and challenges and future of AI in basic schools in Ghana. I have resubmitted revisions requested by the IRB and hoping to get positive feedback to proceed with data collection. This work contributes to the ongoing dialogue surrounding foundational literacy interventions in Ghanaian basic schools by showcasing or highlight any novel methods, impactful results, or practical applications. Further recommendations will be provided to support scalable implementation and foster continued innovation.
SIGNIFICANCE
This ongoing study is positioned at the intersection of critical educational inquiry, technological innovation, and the pursuit of peace in divided contexts. By examining the integration of artificial intelligence (AI) in Ghanaian basic schools through a posthumanist lens, the research highlights how education, technology, and history are deeply intertwined in shaping foundational literacy. In a world increasingly fractured by inequalities in access, resources, and opportunity, the study foregrounds the potential of AI not as a neutral tool but as a site of ethical, cultural, and political contestation that bears directly on the possibility of constructing more peaceful and inclusive futures.
The significance of this work lies in its attention to enduring historical legacies, colonial influence, infrastructural disparities, and systemic inequities, that continue to divide educational opportunities. By situating AI within the lived realities of Ghanaian classrooms, the study resists universalist, techno-solutionist narratives and instead advances a nuanced understanding of digital transformation as situated, relational, and deeply contextual.

Authors

• Williams Kwabena Boakye

• Guy Trainin