GenAITEd Ghana: A First-of-Its-Kind Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education

2025-12-31

arXiv.org

AI Summary

This study addresses the critical gap in culturally and curricularly grounded responsible AI teacher education initiatives in the Global South. It proposes a multi-agent conversational AI system aligned with Ghana’s National Council for Curriculum and Assessment (NaCCA) framework, uniquely integrating culturally responsive pedagogy, curriculum alignment, and responsible AI principles within the country’s teacher education context. The system employs a two-tier collaborative prompting architecture that synergizes retrieval-augmented generation, multi-agent coordination, voice interaction, and multimedia capabilities, while incorporating a teacher-in-the-loop mechanism to preserve pedagogical authority. Expert evaluations demonstrate that the system excels in transparency, accountability, privacy preservation, and cultural appropriateness, significantly enhancing learner engagement without compromising the professional agency of educators.

Technology Category

• Cognitive Modeling & Cognitive Systems: Agent Architectures
• Humans and AI: AI for Accessibility
• Philosophy and Ethics of AI: Safety, Robustness & Trustworthiness

Application Category

• Search and Retrieval-Augmented AI: Search Tool Learning with LLM: Teaching LLMs to invoke search and make use of retrieved information
• Responsible Web: Machine-in-the-loop, human agency and autonomy
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions

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 dialogue, automatic speech recognition, voice synthesis, and multimedia interaction. Two complementary prompt pathways were embedded: system-level prompts that enforce curriculum boundaries, ethical constraints, and teacher-in-the-loop oversight, and interaction-level semi-automated prompts that structure live pedagogical dialogue through clarification, confirmation, and guided response generation. Evaluation findings show that the system effectively enacted key Responsible AI principles, including transparency, accountability, cultural responsiveness, privacy, and human oversight. Human expert evaluations further indicated that GenAITEd Ghana is pedagogically appropriate for Ghanaian teacher education, promoting student engagement while preserving educators'professional authority. Identified challenges highlight the need for continued model integration, professional development, and critical AI literacy to mitigate risks of over-reliance.

Problem

• Responsible AI
• teacher education
• curriculum alignment
• cultural responsiveness
• Global South

Innovation

• Context-Aware AI
• Curriculum-Aligned Conversational Agent
• Responsible AI in Education
• Multi-Agent RAG System
• Teacher-in-the-Loop Oversight