Digital Technology, Artificial Intelligence and Project-Based Learning in Technical Higher Education in French-Speaking Africa

This article analyzes the conditions, methods, and prospects for integrating digital technology and generative Artificial Intelligence (AI) into project-based learning (PBL) within technical higher education in Francophone Africa. Based on a mixed-methods approach covering three countries (Cameroon, Ivory Coast, and Senegal), the research documents existing African experiences, identifies the conditions for success in integrating ICT into learning pathways, examines promising hybrid and distance learning models, and analyzes the role of generative AI in transforming teaching practices. The results reveal real but fragmented progress and lead to the proposal of the PIA-PBL framework, a contextualized operational model combining pedagogical hybridization and AI-powered amplification.

Finance, audit et controle de gestion

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