This work analyzes the sociotechnical transformations of African higher education in the digital era. Drawing on the experiences of the Universit Num rique du Gabon and the Universit Virtuelle de C te d'Ivoire, it examines public policies for digital transformation, hybrid systems, artificial intelligence, open science, and information divides. It shows how technologies are redefining access to knowledge, scientific production, and knowledge circulation. Between promises of innovation and risks of exclusion, the author highlights the stakes of informational equity, scientific sovereignty, and cognitive justice for African societies.
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