Artificial Intelligence (AI) as recently emerged as a pervasive element of academic research globally. Such an integration has revolutionized higher education worldwide. This transformation, however, has come with significant disparities in awareness, access, and ethical preparedness across developing contexts, particularly highlighting the challenges faced by institutions in Ghana where many stakeholders lack the necessary training and resources to effectively integrate AI into their academic practices. This review synthesizes empirical findings from two previous studies conducted in Ghana. The more recent study focused on tertiary students' awareness, usage patterns, and perceptions of AI among academic stakeholders. Data from a cross-sectional survey of 450 students showed moderate awareness of AI tools, in combination with a relatively low rate of practical use due to skills shortage, ethical concerns, and limitations of access. A parallel mixed-methods study of 300 academicians and students reported overall positive beliefs about the potentially beneficial impact of AI on research quality and efficiency, coupled to challenges in this domain associated with infrastructure, digital literacy, and ethical uncertainty. Combined, the findings indicate that while interest in AI is growing within Ghanaian academia, there is still insufficient institutional readiness and structured support. This discussion also reviews implications of these findings for educational policy, curriculum development, and responsible academic practice. The review also suggests interventions based on laid-out observations in the conclusion portion of the study upon suggestions on how to augment AI literacy, digital infrastructure, and ethical guidelines for a sustainable higher education landscape.

Artificial Intelligence, Academic research, Tertiary students, Ghana, AI awareness, Digital literacy, Technology adoption, Ethical considerations