Early Exposure to AI Training and Students’ Educational Trajectories in Ethiopia

Last registered on April 29, 2026
View Trial History

Pre-Trial

Trial Information

General Information

Title
Early Exposure to AI Training and Students’ Educational Trajectories in Ethiopia
RCT ID
AEARCTR-0018041
Initial registration date
March 04, 2026

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
April 29, 2026, 3:22 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
Ethiopia
Region
East Africa

Primary Investigator

Name
Tigist Melesse
Affiliation
The World Bank
Contact Primary Investigator

Other Primary Investigator(s)

Additional Trial Information

Status
In development
Start date
2026-04-01
End date
2027-03-10
Keywords
Education, Gender
Additional Keywords
AI
JEL code(s)
I21; O15; O33; C93
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This pilot project explores the impact of early exposure to AI-powered learning tools and teacher training on students’ educational outcomes in Ethiopia. Focused on rural areas in Benishangul-Gumuz, where the Pharo Foundation runs multiple schools, the study employs a randomized controlled trial to assess improvements in student engagement, digital readiness, interest in STEM pathways, and teacher retention. Insights from this work will inform the design of a larger randomized evaluation to assess the long-term impacts of AI integration in education, guiding future policies for enhancing digital literacy and educational quality in East Africa.
External Link(s)

Registration Citation

Citation
Melesse, Tigist . 2026. "Early Exposure to AI Training and Students’ Educational Trajectories in Ethiopia." AEA RCT Registry. April 29. https://doi.org/10.1257/rct.18041-1.0
Sponsors & Partners

Sponsors

Experimental Details

Interventions

Intervention(s)
This pilot evaluates the impact of early exposure to AI-powered learning tools combined with teacher training on educational outcomes in Ethiopia. The intervention has two components: (i) student access to adaptive, SMS-based AI learning platforms that provide personalized lessons, assessments, feedback, and AI literacy modules aligned with the national curriculum; and (ii) teacher professional development, including workshops and ongoing support to integrate AI tools into classroom instruction using data-driven and differentiated teaching practices. Students in the treatment group will receive both components, while the control group continues with standard curriculum and teaching methods without AI support.
Intervention Start Date
2026-09-07
Intervention End Date
2026-12-31

Primary Outcomes

Primary Outcomes (end points)
Students’ academic performance (math and English test scores), student engagement, digital readiness, interest in STEM pathways, and teacher retention.
Primary Outcomes (explanation)
Academic performance will be measured using standardized math and English test scores at baseline and endline. Student engagement will be captured through attendance records and platform usage data (e.g., lesson completion and frequency of interaction). Teacher retention will be measured using administrative records and surveys on turnover and job satisfaction. Digital readiness will be assessed through task-based evaluations of students’ and teachers’ ability to use digital tools. Interest in STEM pathways will be measured through surveys capturing students’ subject preferences and future educational aspirations.

Secondary Outcomes

Secondary Outcomes (end points)
Students’ digital literacy skills, teacher instructional practices (effectiveness), students’ educational aspirations, and classroom learning environment quality.
Secondary Outcomes (explanation)
Students’ digital literacy will be measured through task-based assessments of their ability to use digital tools and platforms. Teacher instructional practices will be evaluated using classroom observations and structured surveys capturing the use of differentiated instruction and data-driven teaching. Students’ educational aspirations will be measured through survey questions on expected years of schooling and intended career paths. Classroom learning environment quality will be assessed using student surveys and observation tools capturing engagement, inclusiveness, and responsiveness to diverse learning needs.

Experimental Design

Experimental Design
Randomized Controlled Trial (RCT).
Experimental Design Details
Not available
Randomization Method
RCT design with individual-level random assignment, stratified by gender and grade level.
Randomization Unit
Individual (student)
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
N/A
Sample size: planned number of observations
300 Individual (student). Approximately equal allocation between treatment (T1) and control (T0).
Sample size (or number of clusters) by treatment arms
N/A
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Approximately 0.20–0.25 standard deviations for key academic outcomes, assuming 80% power and a 5% significance level.
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Policy Studies Institute (PSI)
IRB Approval Date
2026-09-01
IRB Approval Number
N/A
Analysis Plan