I’m excited to share that I’ve just completed Stanford’s 2025 Code in Place Introductory Python course, which is based on content from Stanford’s flagship CS106A class. The course covered fundamental programming concepts—such as variables, control flow, functions, and data structures—through hands-on exercises and weekly coding challenges led by volunteer instructors under Stanford’s guidance. For my final project, I developed an interactive “AI Readiness Explorer” that uses ChatGPT to simulate the readiness of various African countries to implement AI in their higher education systems and recommend policy guidance.

You can view my final project here.

In my latest contribution to NORRAG’s blog series on International Organisations and the Global Governance of Education, I share my research on  the World Bank’s evolving EdTech strategies in Sub-Saharan Africa—shifting from administrative efficiency to instructional equity—and discuss the remaining gaps in infrastructure, inclusion, and accountability.

Read the full article on NORRAG’s website.

My latest publication, derived from my doctoral dissertation, has just been published online in Policy Futures in Education. This article traces the evolution of the World Bank’s educational technology policies and practices in Sub-Saharan Africa over the past decade, offering a critical look at the shift from infrastructure-focused approaches to instructional technology. The piece highlights key insights into issues of equity, instructional quality, and the ongoing gap between policy ambitions and real-world practices.

You can access the full-text article here.