Artificial Intelligence Use, Technostress, and Academic Productivity among Students in Sub-Saharan Africa

Abstract

Globally, artificial intelligence is being developed and used at a growing speed in education settings. Notwithstanding artificial  intelligence’s immense opportunities for stakeholders in education, especially students, worries regarding its misuse, negative health  impacts, and poor academic productivity outcomes are still emerging. Although research focusing on this subject matter is gaining  attention in developed countries, little is known about it in Sub-Saharan Africa. This editorial opens a voice to the ongoing conversations  to explore students’ attitudes towards artificial intelligence use, the prevalence of technostress, and the impact on academic productivity among students in Sub-Saharan African countries. It further delves into the complexities of artificial intelligence adoption in Sub-Saharan  African educational settings and the need to leverage these technologies effectively, notwithstanding the actual or perceived challenges  students face.