The Complete Guide to Using AI in the Education Industry in Tunisia in 2025

Tunisia's 2025 education landscape is in motion: national leaders and international partners are actively plotting how AI can lift teaching and learning, from the Ministry's joint talks with ICESCO on integrating AI into curricula to on-the-ground labs and platforms that are already changing practice.

Policy momentum (the National AI Strategy 2021–2025) sits alongside hard infrastructure upgrades - CCK's smart-education backbone and Novation City's new AI innovation hub, which hosts an NVIDIA DGX system to train developers and support dozens of startups - while pilots like the Classera “Tunis Future School” platform aim to bring digital classrooms to students nationwide.

Tunisia's research hubs in Tunis, Sfax and Monastir are publishing more AI work each year, and practical upskilling pathways matter: short, skills-first programs such as AI Essentials for Work bootcamp syllabus can help educators and school leaders turn national strategy into classroom tools.

The scene mixes promise, rapid tech adoption, and clear regulatory and ethical questions to resolve.

Bootcamp	Length	Cost (early bird)	Register
AI Essentials for Work	15 Weeks	$3,582	Register for AI Essentials for Work bootcamp

“Tunisia has a rich history of valuing knowledge and scholarship, dating back to ancient Carthage and the Islamic Golden Age.”

Tunisia's 2021–2025 AI strategy reads like a practical roadmap rather than a grand manifesto: officially framed as the Tunisia AI Roadmap, it sets out concrete goals - raise awareness and demystify AI, acculturate citizens and businesses, anticipate job shifts and skills needs, build AI skills, and put infrastructure in place (cloud and HPC among them) while rolling out pilots, open‑data policies and research‑to‑industry projects to strengthen the local ecosystem.

Led by the Ministry of Industry, Mines and Energy with the National Research and Innovation Programme (PNRI) and the High Authority for Public Procurement (HAICOP), the initiative is non‑binding and scheduled 2021–2025, designed to move from capacity building to live pilots across public and private sectors; it sits alongside Tunisia's broader National Digital Strategy 2021–2025, which emphasizes legal frameworks, broadband, cyber‑security, data governance and digital inclusion.

For planners and school leaders, the takeaway is clear: the strategy targets skills, infrastructure and pilots - including HPC - so education stakeholders can start aligning curricula and teacher training with real national priorities now (Tunisia AI Roadmap 2021–2025 - OECD policy dashboard, Tunisia National Digital Strategy 2021–2025 - digital policy overview (dig.watch)).

Item	Details
Start Year	2021
End Year	2025
Status	Inactive – initiative complete
Binding	Non‑binding
Responsible organisations	Ministry of Industry, Mines and Energy; PNRI; HAICOP
Main pillars	Awareness, skills, infrastructure (cloud/HPC), data/open data, pilots, research‑to‑industry

Tunisia's education system - built on a French model and purposefully Arabized since independence - is tightly structured and centrally managed, with the Ministry of Education responsible for basic and secondary schooling and the Ministry of Higher Education overseeing universities; the backbone is nine years of compulsory basic education (6 years primary + 3 years preparatory), followed by a four‑year upper secondary cycle split into academic and vocational tracks that culminate in the high‑stakes baccalauréat (a pass rate that has historically left many students repeating or redirected to other pathways).

Instruction is officially in Arabic while French remains the language of many technical and scientific subjects, and recent LMD reforms align higher education to a Licence–Master–Doctorat framework.

Persistent challenges - documented learning declines on international metrics and wide public dissatisfaction - make practical, classroom‑facing AI especially relevant: targeted tools for automated assessment and grading, adaptive remediation, and teacher upskilling can help bridge gaps quickly while respecting bilingual instruction patterns (see an official overview of the Tunisian education system and practical AI use‑cases like automated assessment and grading assistance).

Tunisia's long history of centralized exams, trimester testing and a school year that runs roughly mid‑September to June means scalable AI pilots (grading aids, personalized practice, vocational upskilling supports) can be deployed where they'll be felt immediately by students, teachers and university orientation systems.

Item	Detail
Basic education	6 years primary + 3 years preparatory (compulsory)
Upper secondary	4 years (academic or vocational streams)
Higher education	Licence 3 yrs, Master 2 yrs, Doctorat 3–5 yrs
Languages	Arabic (instruction), French widely used for technical/science subjects
Responsible bodies	Ministry of Education; Ministry of Higher Education

Tunisia's legal backdrop for any AI in schools is both progressive on paper and politically fraught in practice: long‑standing privacy law (Law no. 2004‑63) and an active National Authority for the Protection of Personal Data set solid rules for consent, sensitive data and cross‑border transfers, while recent updates - Decree‑Law 2023‑17 - introduce mandatory IT audits, a government “cloud” definition and secure‑label regimes that directly affect hosted AI services and school‑level data handling; see a concise legal overview at the DLA Piper Tunisia data protection guide.

At the same time, Decree‑Law No. 54 (2022) - framed as an anti‑cybercrime/anti‑disinformation tool - carries broad speech offences (Article 24) and telecom obligations (metadata and user identity retention for years) that human‑rights groups and observers warn have been used to prosecute critics and chill online expression, a risk teachers and students must factor into any AI pilot.

Practically, that means AI deployments in classrooms need strict data minimization, local consent processes, INPDP declarations or authorisations for sensitive processing, and audit‑friendly architectures (on‑prem or certified G‑/N‑cloud providers) to avoid legal or reputational harm; the “so what” is stark: a teacher's online comment or a student's uploaded assignment could, under current enforcement trends, be caught in a broad interpretation of “false information,” so careful legal design and vendor selection are non‑negotiable for safe, scalable AI in Tunisian education (and courts have begun to push back in individual cases, highlighting the volatility of the enforcement landscape).

For quick reference, human‑rights reporting and legal primers are essential reads before running any school pilot.

“Saied and his government could have issued this legislation to make cyberspace and its users safer, but instead, they instrumentalized Decree‑Law 54 to curb Tunisians' rights.” - Human Rights Watch

Tunisia's AI research and innovation story is quietly practical: the country created a National AI Strategy Task Force and Steering Committee in 2018 to seed policy and coordinate action, and that early institutional push is now dovetailing with fast, skills‑first capacity building - universities will remain central, but short, applied programs and workforce accelerators are already playing a visible role in turning strategy into usable classroom tools; see the HolonIQ global AI strategy landscape overview on national AI strategies and bootcamps.

On the ground, education‑focused AI use‑cases like automated assessment and grading assistance are being promoted as immediate wins that let teachers reclaim hours otherwise spent marking, while local talent pipelines promise to lower hiring costs and shorten project timelines for Tunisian edtech teams.

Framed within a broader African push to move from policy papers to projects, Tunisia sits in a

waking up

group of countries where practical R&D, partnerships and training can quickly multiply impact if guided by local priorities and safeguards (read the Diplo brief on AI national policies in Africa for regional context).

Item	Note / Source
2018 AI Task Force	HolonIQ global AI strategy landscape overview - HolonIQ
Capacity building	Bootcamps and workforce accelerators to grow practical AI skills (see Automated assessment use-cases in Tunisian education)
Regional context	Diplo: AI in Africa national policies brief - Tunisia described among countries waking up to AI

When measuring who's leading AI, the picture is clear: the United States still tops the field - Stanford HAI's 2025 AI Index highlights U.S. dominance in model production and funding (40 notable models and roughly $109.1B in private AI investment in 2024), while China (15 notable models) is closing the performance gap and Europe lags behind on volume and venture funding; these global dynamics matter for Tunisia because they shape the toolkits, cloud services and talent markets Tunisian schools will tap into.

Fortunately, global trends lower the barrier to entry - Stanford notes inference costs for GPT‑3.5‑level systems fell over 280‑fold between late‑2022 and late‑2024 and smaller, open‑weight models are narrowing performance gaps - so well‑targeted pilots in Tunisia can deliver outsized classroom impact without matching frontier budgets.

Tunisia's practical strengths (novel local hubs and an NVIDIA DGX in Novation City, a national AI Roadmap and active pilots such as Classera's “Tunis Future School”) position it to import proven tools while building local capacity; start with concrete wins - automated assessment and grading assistance is a low‑risk, high‑return place to begin - and design pilots that heed privacy and regulatory constraints as they scale.

For a compact, data‑driven view of global leaderboards see the Stanford AI Index and for practical education use‑cases consider local automated grading pilots and bootcamps that translate those global trends into classroom time saved and more personalised learning.

Country / Tunisia	Strength or Trend	What it means for Tunisian schools
United States	Lead in models, talent and private investment (~$109.1B in 2024)	Access to advanced tools, cloud ML services and vendor ecosystems Tunisian projects can licence or learn from (Stanford HAI 2025 AI Index report)
China	Rapid adoption, large datasets, closing quality gap (15 notable models in 2024)	Shows value of large‑scale, curriculum‑level rollouts - but also raises equity and privacy tradeoffs to avoid
Tunisia	Practical hubs, national roadmap, local pilots and training programs	Can leverage falling inference costs and focused pilots (e.g., automated assessment) plus skills‑first bootcamps to scale classroom benefits (Automated assessment and grading assistance for Tunisian schools)

“The truth is that every job will be affected by AI at some point.” - Liu Haihao, machine learning researcher (quoted in SCMP)

Tunisia's schools can start small and smart: begin by tying curriculum updates to concrete pilots (personalised practice, automated-assessment tools and digital art modules) while sequencing teacher training so instructors gain practical skills before full rollouts; national momentum - from the Ministry's

L'école de la Tunisie du futur

platform and the target to connect thousands of schools - makes class-level pilots realistic, especially when paired with clear training programs and vendor support.

Practical first steps include embedding AI literacy into existing subject plans, running short, hands-on teacher workshops in conjunction with ICESCO's cooperation plans for AI in education, and trialling controlled Grade-level pilots on platforms like Classera's Tunis Future School to test adaptive exercises, feedback loops and parental dashboards before scaling.

Pay attention to infrastructure: unified notebooks and online timetables are already part of the 2025 school tech leap (95% of 16 million school books printed and 72% distributed), but rural fibre gaps remain a blocker for advanced AI use in some schools - so pair any pilot with a realistic connectivity plan and offline-first tools.

Start with clear success metrics (time saved on grading, student mastery gains, teacher confidence), keep teachers in control of assessment workflows, and build on national partnerships so pilots turn into durable curriculum and professional-development changes rather than one-off experiments (see ICESCO cooperation on AI and education and the Classera digital‑school collaboration for practical models).

Starter Action	Why / Target	Source
Run grade‑level AI pilots (assessment, adaptive practice)	Low‑risk wins; measure time saved and mastery gains	Classera Tunis Future School digital education collaboration
Deliver short, practical teacher workshops	Build skills before scale using ICESCO partnerships	ICESCO and Tunisian Ministry AI in education cooperation (ICESCO January 2025)
Align pilots with back‑to‑school tech (timelines, notebooks)	Leverage unified notebooks and online timetables; track resource rollout (books printed/distributed)	Tunisia 2025 school tech leap: unified notebooks & online timetables
Mitigate connectivity gaps	Use offline‑first tools or regional hubs where fibre is missing	Democratic Arabic Center study on rural schools (2025)

Data governance in Tunisian schools is not optional background noise - it's the spine of any safe AI pilot: Tunisia's long‑standing framework (Act No. 2004‑63) and the National Authority for the Protection of Personal Data require prior declarations for data processing, special protections for children and sensitive data, and strict limits on cross‑border transfers, while recent digital updates (Decree‑Law 2022‑54 and Decree‑Law 2023‑17) add heavy cybercrime sanctions, a legal “cloud” definition, mandatory IT audits and breach reporting that directly shape how edtech vendors and schools must architect systems; see a practical legal summary at DLA Piper for Tunisia's rules and definitions.

Practically, that means any automated‑grading tool or adaptive practice app needs data minimisation, guardian consent, INPDP declarations or authorisations for sensitive processing, clear retention limits and an audit‑friendly design (on‑prem or certified G‑/N‑clouds), because processing without required notifications can incur criminal penalties and fines as documented in Act No.

2004‑63 reporting. Start small - run consented, grade‑level pilots with localised data stores, require vendor accountability clauses, appoint or name a DPO contact where needed (health data rules already require one), and measure success not just in saved teacher hours but in demonstrable compliance; for hands‑on examples of safe automated assessment design, see practical prompts for automated grading pilots.

Instrument	Key point for schools
Law no. 2004‑63 (2004)	Core personal‑data regime: declarations, consent, rights of access/rectification, special protection for sensitive and children's data
Decree‑Law 2022‑54 (2022)	Stricter cybercrime/disinformation sanctions - affects online classroom speech and platforms
Decree‑Law 2023‑17 (2023)	Defines “cloud”, mandates periodic IT audits, breach reporting to ANCS and secure‑label regimes
INPDP (Instance)	Prior declarations/authorisations, supervisory decisions and appeal routes; governs transfers and sanctions

“The processing of personal data must respect human dignity, privacy and public liberties, and whatever its origin or its methods, it shall not harm the human ...”

Building on national pilots and local hubs, a practical beginner roadmap lets Tunisians move from curiosity to classroom-ready skills: begin with a short, hands‑on intro (for example Gomycode's three‑month Introduction to Artificial Intelligence) to learn Python basics and core ML ideas, then level up with instructor‑led, live courses that can run online or onsite in Tunisia (NobleProg offers local live AI training tailored to beginner‑to‑intermediate learners), and finally practise on education‑focused projects - automated assessment and grading assistance is a concrete starter that helps teachers reclaim hours otherwise spent marking while keeping them in control (see practical prompts and use‑cases from local bootcamp resources).

Pair each learning step with a small, consented school pilot: start with a single grade, measure time saved and mastery gains, and iterate; a vivid image to remember - one weekend's worth of learning to set up an automated quiz can buy back whole weekdays of teacher time during exam season.

For career moves, consider stacking short courses into a part‑time bootcamp or applied project portfolio to show local employers the exact classroom impact of new skills.

Starter option	Format / Note
Gomycode Tunisia - Introduction to Artificial Intelligence (3‑month hands‑on course)	3‑month intro course in Tunisia (hands‑on fundamentals)
NobleProg Tunisia - Instructor‑led Artificial Intelligence Training (online or onsite)	Online or onsite live training for beginner → intermediate practitioners
Nucamp AI Essentials for Work - Automated assessment & grading use‑cases (syllabus)	Concrete education projects to practise classroom AI safely

Tunisia's path from pilot projects to durable, classroom-ready AI should be pragmatic: scale small, measure quickly, and protect rights while building skills.

Start with consented, grade‑level pilots - automated assessment and grading assistance is a low‑risk, high‑return entry point - and pair each pilot with teacher workshops and clear success metrics so time‑saved and mastery gains are visible to school leaders and parents; ICESCO's 2025 cooperation with the Ministry of Education makes expanded capacity‑building and curriculum design a realistic next step (ICESCO and Tunisian Ministry of Education AI cooperation announcement (Jan 2025)).

Invest in short, applied training (for example, Nucamp's 15‑week Nucamp AI Essentials for Work 15‑week bootcamp syllabus) to get teachers and administrators comfortable with prompts, tools and safe workflows, and use local research and pilots - like recent qualitative work on AI in Tunisian higher education - to shape policy and assuage teacher concerns about pedagogy and privacy (Qualitative research on AI and higher education performance in Tunisia).

The “so what”: one weekend's setup of an automated quiz can translate into weekdays of recovered teacher time during exam season - if pilots follow legal safeguards, measurable goals and a clear teacher‑first rollout plan.

Next Step	Practical Resource
Run consented automated‑grading pilots	Automated assessment prompts and use cases for Tunisian education
Upskill teachers and leaders	Nucamp AI Essentials for Work 15‑week bootcamp syllabus
Align policy, privacy and evaluation	ICESCO and Tunisian Ministry of Education AI cooperation announcement (Jan 2025)

“succeeding in creating artificial intelligence would be a great event in human history. But it might also be the last...” - Stephen Hawking (cited in qualitative research)