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By Chinenye Anuforo
Education and technology experts have identified key skills that African students must develop to thrive in the rapidly evolving digital economy driven by artificial intelligence (AI), emerging technologies and global economic shifts.
This was highlighted in a global research study titled Preparing Learners to Thrive in a Changing World, conducted by Cambridge University Press & Assessment.
The study surveyed more than 3,000 teachers and nearly 4,000 students across 150 countries, including several African nations, to examine how education systems are preparing young people for the future.
Regional Director for Sub-Saharan Africa at Cambridge University Press & Assessment, Juan Visser, said the findings showed that while education systems are adapting to new realities, there is still a need to better align classroom learning with the skills required for the digital age.
According to him, young people are growing up in a world shaped by artificial intelligence, rapid technological change, climate challenges and shifting global dynamics.
“Education has a crucial role in equipping students with the knowledge, skills and behaviours they need to thrive in the future,” Visser said.
One of the major findings of the research is the continued importance of strong subject knowledge, even in an era where AI can quickly provide information.
The study found that 81 per cent of teachers and 73 per cent of students consider subject knowledge critical for academic progression. However, both groups ranked it lower when considering the skills required for life beyond education.
Visser explained that despite the availability of AI-powered tools, foundational subject knowledge remains essential for students to evaluate information critically and avoid misinformation.
“AI is not a shortcut to knowledge. Students need strong subject knowledge to think critically, assess information properly and make informed decisions,” he said.
The research also highlighted the growing importance of self-management skills, including the ability to focus, prioritise tasks and regulate behaviour in a technology-driven environment.
According to the report, 70 per cent of teachers believe digital technology contributes to reduced attention spans and classroom distractions.
Similarly, 66 per cent of students admitted they are easily distracted by digital devices, while 59 per cent expressed concerns about excessive screen time.
Visser noted that the challenge is particularly complex in Africa, where digital access remains uneven. While some students have limited access to learning technologies, those with smartphones and internet connectivity often face distractions from social media and other online platforms.
He stressed that schools must play a stronger role in helping students develop discipline, resilience and the ability to manage technology use effectively.
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Another key focus of the study is the importance of communication skills, including empathy, collaboration and interpersonal engagement.
The research revealed that although digital platforms have transformed communication, many students feel reluctant to speak up or share their views due to fear of criticism or social judgement.
According to the findings, 61 per cent of teachers believe that fear of judgement prevents students from actively participating in discussions or expressing differing opinions.
Visser said schools must create supportive learning environments where students can practise communication and develop confidence in sharing ideas.
He added that Africa’s rich cultural traditions, particularly oral storytelling and community-based learning, provide unique opportunities to strengthen communication skills among students.
The study also revealed that many students feel unprepared for the future despite ongoing educational reforms.
Only 48 per cent of students surveyed said they feel ready for their next step in education, while 45 per cent believe they are prepared for life beyond school.
By comparison, 67 per cent of teachers believe students are well prepared for further education, while 59 per cent say they are ready for life after school.
Visser explained that the gap may stem from students not fully recognising the skills they are developing alongside academic knowledge.
He said educators must help students understand how their classroom experiences translate into practical skills needed in the workforce.
“If students do not recognise the capabilities they already possess, they may hesitate to pursue opportunities they are actually qualified for,” he said.
The findings come at a critical time as African countries continue efforts to strengthen digital education and improve learning outcomes.
With less than five years remaining to achieve the United Nations’ Sustainable Development Goal 4 on quality education by 2030, many countries are still struggling with access, completion rates and learning outcomes.
In sub-Saharan Africa, upper secondary school completion rates remain around 28.9 per cent, far below global education targets.
Visser stressed that education investments must increasingly focus on improving learning outcomes rather than simply expanding access.
He noted that initiatives such as the HP Cambridge Partnership for Education EdTech Fellowship are helping policymakers strengthen the skills and networks needed to drive digital transformation in education systems.
According to him, Africa’s education systems must balance the expansion of digital learning with the development of critical thinking, communication and self-management skills.
