Abstract

The increasing integration of artificial intelligence (AI) in education is transforming classrooms globally, raising concerns about intellectual autonomy, governance, and sovereignty. The proliferation of AI tools, such as generative content models, plagiarism detection software, and automated grading systems, fuels worries about over-reliance on proprietary digital infrastructures. Educational institutions are becoming part of digital empires controlled by global tech companies, where external entities often dictate data governance and decision-making. The increasing reliance on AI in academic institutions poses a threat to academic sovereignty, particularly in curriculum design, evaluation, and the autonomy of teaching. Ethical issues, such as algorithmic bias, data privacy, and standardised knowledge production, highlight the need for transparent frameworks that foster trust and ensure fair access. Instances of biased AI-generated content underscore the importance of openness and accountability in AI deployment. This paper examines how national governments address their dependence on foreign digital infrastructures while fostering local AI innovation and exploring policy interventions that promote autonomous, controlled, and inclusive academic AI ecosystems. It advocates for a new approach to global educational collaboration that balances innovation with academic sovereignty, fostering equitable knowledge production in the age of AI.

Keywords: Artificial Intelligence, Global Classrooms, Digital Empires, Sovereignty, MOOCs, NEP