GenAITEd Ghana: A First-of-Its-Kind Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education
Matthew Nyaaba, Patrick Kyeremeh, Macharious Nabang, Bismark Nyaaba Akanzire, Sakina Acquah, Cyril Ababio Titty, Kotor Asare, Jerry Etornam Kudaya

TL;DR
This paper presents GenAITEd Ghana, a novel context-aware conversational AI designed to support Ghanaian teacher education by aligning with local curricula and ethical standards, demonstrating effective responsible AI principles and pedagogical suitability.
Contribution
It introduces a region-specific, curriculum-aligned conversational AI prototype for teacher education in Ghana, operationalized through a multi-agent, retrieval-augmented system with ethical and pedagogical safeguards.
Findings
Effective enactment of responsible AI principles including transparency and accountability
Pedagogically appropriate and engaging for Ghanaian teacher education
Highlights challenges and future needs for model integration and AI literacy
Abstract
Global frameworks increasingly advocate for Responsible Artificial Intelligence (AI) in education, yet they provide limited guidance on how ethical, culturally responsive, and curriculum-aligned AI can be operationalized within functioning teacher education systems, particularly in the Global South. This study addresses this gap through the design and evaluation of GenAITEd Ghana, a context-aware, region-specific conversational AI prototype developed to support teacher education in Ghana. Guided by a Design Science Research approach, the system was developed as a school-mimetic digital infrastructure aligned with the organizational logic of Ghanaian Colleges of Education and the National Council for Curriculum and Assessment (NaCCA) framework. GenAITEd Ghana operates as a multi-agent, retrieval-augmented conversational AI that coordinates multiple models for curriculum-grounded…
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Taxonomy
TopicsIntelligent Tutoring Systems and Adaptive Learning · AI in Service Interactions · Ethics and Social Impacts of AI
