The integration of Artificial Intelligence (AI) in Cameroon’s higher education system presents a significant opportunity to address educational inequalities, particularly within the context of the country’s diverse linguistic and cultural landscape. Notable institutions like the University of Maroua and ICT University illustrate how AI can enhance educational outcomes and accessibility for a wide range of learners. At the University of Maroua, researchers are exploring the implementation of AI-powered tools in language education, which is crucial given Cameroon’s rich linguistic diversity. This institution aims to enhance linguistic proficiency through innovative AI methodologies, recognizing the distinct challenges faced in providing effective language education. By investigating both student and educator perceptions of AI integration, the university seeks to identify effective strategies that can mitigate educational disparities within this context. On the other hand, ICT University is notable for its commitment to harnessing technology to create inclusive educational environments. The university has developed AI applications specifically designed to aid visually impaired students, such as tools that convert lecture materials into audio formats and assist with computer navigation. These innovations not only enhance learning for students with disabilities but also serve as an example of how AI can democratize access to quality education. Furthermore, ICT University emphasizes digital literacy and entrepreneurship, ensuring that all graduates possess essential skills relevant to a rapidly evolving job market. These examples highlight a broader trend within Cameroonian higher education, where AI serves as a catalyst for enhancing learning experiences and reducing educational inequalities. By adopting AI-driven solutions, universities are not only addressing immediate challenges related to educational access and quality but also preparing students for future employment in an increasingly digital world. The role of AI in Cameroon’s higher education system is crucial for fostering inclusivity and equity. As institutions continue to embrace these technologies, the potential for meaningful educational reform and opportunities for all students becomes increasingly tangible.

The mid-20th century heralded a critical epistemological rupture, foregrounding the contestation of Eurocentric paradigms and the emergence of decolonial frameworks in African intellectual discourse. This article interrogates the formative contributions of early Pan-African thought, spanning the 1910s to the 1950s, which constituted the intellectual scaffolding for epistemological decoloniality. Through an incisive critique of colonial knowledge systems, Pan-African thinkers transitioned from passive engagement to an assertive reclamation of epistemic agency. Central to this ideological shift was the reconfiguration of educational paradigms. Visionaries such as Edward Blyden and James Africanus Horton repudiated the erasure of African historical and cultural legacies within colonial pedagogical structures, advocating instead for educational models anchored in African epistemologies. Their endeavors sought to cultivate intellectual self-determination and socio-cultural justice. Simultaneously, scholars like W.E.B. Du Bois and Cheikh Anta Diop interrogated Eurocentric historiographical distortions, rigorously documenting Africa's pre-colonial civilizations to subvert hegemonic narratives and restore historical subjectivity. The intellectual ferment of the Négritude movement further amplified these critiques by valorizing African identity, aesthetics, and heritage, while the deliberative platforms provided by Pan-African congresses facilitated transcontinental solidarity and strategic epistemic resistance. Collectively, early Pan-African thought catalyzed a profound challenge to Eurocentric epistemic dominance, inaugurating a transformative trajectory toward Africa-centered paradigms of knowledge production and equitable global intellectual engagement.

The protracted Anglophone crisis (2016–present) has severely disrupted education in Northwest Cameroon, disproportionately affecting children with disabilities who face compounded barriers to literacy due to conflict, infrastructural collapse, and societal stigma. This study, conducted between January 2023 and June 2024, examines the role of Digital Assistive Technologies (DATs) in fostering inclusive literacy for these marginalized learners, focusing on Bamenda, Kumbo, Ndop, and Jakiri.Using a human rights-based approach, we employed a mixed-methods design, integrating semi-structured interviews with 42 stakeholders (children, caregivers, teachers, and NGO staff), ethnographic observations in improvised learning spaces, and surveys from 150 households. The study specifically evaluated the usability, accessibility, and impact of DATs, including localized audiobooks in Lamnso and Meta, speech-to-text transcription software, tactile learning applications for visually impaired learners, and offline-capable mobile learning tools tailored for low-connectivity environments.Findings reveal that 78% of caregivers in Bui and Mezam Divisions reported heightened learner engagement due to DATs, which not only improved literacy but also restored agency and dignity among children with disabilities. However, erratic electricity supply, limited educator training, and entrenched cultural stigma toward assistive technologies particularly in rural areas such as Batibo and Fundong hinder widespread adoption.This research enhances the urgency of integrating DAT-focused teacher training into national curricula, expanding rural digital infrastructure, and implementing culturally responsive sensitization programs to counter misconceptions about disability. By situating its analysis within the realities of the Anglophone crisis, this study bridges critical gaps at the intersection of conflict, disability, and technology, offering actionable pathways to achieving Sustainable Development Goal 4 and the UNCRPD in fragile contexts.

In this study, I examine economic disobedience as a potent form of resistance within the North West Region of Cameroon, where targeted boycotts and informal trade networks actively challenge the authority of the central state. Drawing on fieldwork conducted from March to June 2023 in key areas of the North West Region of Cameroon, focusing on economic disobedience and informal trade, in-depth interviews, and local financial data analysis, this paper adopts an analytical framework rooted in the theories of monetary sovereignty and resistance economies as articulated by Scott (1985) and Bayart (1993). This approach illuminates how communities in this region mobilize economic defiance in response to perceived state neglect and governance inadequacies.The findings reveal that boycotts against enterprises and commodities associated with the state have evolved from spontaneous acts of dissent into organized economic strategies that serve as symbolic rejections of state control. These boycotts represent a calculated form of economic independence, manifesting as a collective, politicized decision to withdraw participation from economic channels regulated by the state, which local actors perceive as oppressive. Furthermore, the research sheds light on the role of informal trade networks, especially those facilitating cross-border transactions with Nigeria, as alternative economic systems that bypass official state mechanisms. Such networks effectively mitigate critical supply shortages, circumvent state-imposed tariffs and taxes, and undermine the government’s regulatory influence over the region’s economy.These forms of economic disobedience expand upon the notion of resistance economies (Scott, 1985; Bayart, 1993), framing "economic disobedience" as intentional acts of defiance that assert economic sovereignty and agency, thereby undermining state authority and destabilizing formal economic systems within the region. While rooted in pragmatic economic responses to state marginalization, this defiance enhances the fragility of state power in areas where informal economies are deeply embedded, and formal compliance remains insubstantial. These findings invite a reconsideration of economic governance approaches in politically contested regions, demonstrating that alternative economies and systematic disobedience not only disrupt formal economic structures but also empower marginalized communities to re-envision their economic agency and autonomy. Thus, this study makes a substantive contribution to the discourse on resistance economies, illustrating how economic dissent can destabilize state structures and redefine local conceptions of authority and independence. It also advances defiant scholarship in Africa by highlighting grassroots economic resistance as a reimagining of agency and power in postcolonial contexts.

This paper examines the emerging phenomenon of algorithmic colonialism and its implications for Indigenous data sovereignty in Cameroon. Through critical analysis of case studies across Cameroon's diverse ethno-linguistic communities, we demonstrate how contemporary data extraction practices perpetuate colonial power dynamics by appropriating, commodifying, and misrepresenting Indigenous knowledge systems. The research employs a mixed-methods approach combining qualitative interviews with Indigenous knowledge keepers (n=32), computational analysis of algorithmic systems operating in Cameroon, and participatory action research within affected communities in the Northwest, West, Southwest, and East regions. Findings reveal systematic patterns of epistemological violence enacted through algorithmic systems that fail to recognize Cameroonian Indigenous data governance frameworks. We propose a decolonial framework for algorithmic justice that centers Cameroonian Indigenous data sovereignty principles while offering practical guidelines for ethical engagement with Indigenous data. This framework contributes to broader discussions on digital ethics by prioritizing relational accountability, contextual integrity, and cultural sustainability in technological development within the Cameroonian context.

This research examines indigenous ecological energy practices in Cameroon, investigating how traditional knowledge systems offer sustainable alternatives to conventional energy paradigms. Through mixed-methods research conducted across four ecological zones, the study documents sophisticated bioenergy techniques, passive solar design principles, and water management systems that have evolved over generations. Findings reveal that indigenous communities have developed site-specific energy solutions that maximize efficiency while minimizing environmental impact, often incorporating cyclical resource management and adaptive governance systems. The research identifies key transferable principles from these practices, including ecosystem-based design, intergenerational knowledge transfer mechanisms, and integrative resource management approaches. This paper proposes a framework for ecological energy sovereignty that bridges indigenous knowledge and contemporary sustainability science while addressing the structural inequalities that marginalize native African approaches. These findings contribute to growing scholarship on biocultural approaches to climate change mitigation and adaptation, offering practical pathways for sustainable energy transitions that honor indigenous ecological knowledge while addressing contemporary energy challenges in Cameroon and beyond.