When asked whether their institution had formulated a digitalisation strategy, most respondents gave an affirmative answer. Regarding the coverage of various topics in the institutions' digitalisation policies, the proportion of institutions with policies covering these topics was generally consistent. Most institutions have a digitalisation strategy (88% of English respondents, 79% of French respondents), but these are mostly integrated into the overall institutional strategy or rely on national strategies, with no independent digital strategy document published. About half of the institutions have a well-developed digital communication strategy. Policies cover topics such as data protection and cybersecurity, but Francophone institutions have lower policy coverage in cybersecurity (26%) and intellectual property (36%). Furthermore, a significantly higher proportion of respondents from Anglophone regions affirmed the availability of online resources, indicating that the distribution of educational resources still shows considerable variation by language. Institutional libraries in Anglophone regions have far more online academic resources (e-books 67%, journals 62%, databases 58%) than those in Francophone regions (e-books 34%, journals 37%, databases 31%).

The questionnaire inquired about the availability of various online services, including academic administration and learning support, and whether the respondents' institutions offered digital online short courses such as blended learning, online degree programmes, micro-credentials, etc. It was found that: online service coverage is uneven; except for registration (85% in Francophone regions vs. 69% in Anglophone regions) and student support services (both relatively low, around 35%-37%), Anglophone regions have higher proportions of services being offered online, such as course selection (63% vs. 32%) and grade inquiries (68% vs. 38%); blended learning is gradually becoming widespread, while degree programmes, MOOCs, etc., are lagging in development; institutions in Anglophone regions perform better than those in Francophone regions in integrating digital skills into the curriculum (e.g., general digital literacy 2.8 points vs. 1.9 points); digital assessment has seen some development and is mostly applicable to all courses rather than only online courses.

In the English survey, respondents believed that students generally possess basic computer operation skills and a certain level of digital communication ability. However, ratings were lower for online research skills, multimedia application ability, learning platform usage skills, and especially programming skills. In the French survey, ratings for all types of skills were generally low, indicating that students need more support. The support provided by universities typically focuses more on providing internet access and managing technical support centres, rather than more advanced digital skills training courses, digitally enhanced teaching support, or equipment provision. Regarding faculty support, the focus is more on digital skills training opportunities than on other forms of support.

The potential constraints listed by respondents included: insufficient infrastructure (e.g., inadequate network or equipment), conservative academic culture, lack of funding support, lack of technical support, insufficient leadership and strategic planning, centralised institutional management models, insufficient peer collaboration, unsatisfactory remuneration, lack of motivation for innovation, inadequate administrative organisation, lack of professional development support, insufficient digital technology application ability among educators, insufficient digital technology application ability among students, limited device access for students, limited device access for teachers, and other constraining factors. The survey showed that insufficient infrastructure (e.g., inadequate network or equipment) is the most important constraint. The importance of other constraining factors varied less, although in the French survey, the issue of insufficient funding was relatively less significant.

The final part of the survey focused on perceptions related to AI. 71% of English respondents believed AI will greatly affect higher education, while only 39% of French respondents held the same view; the potential benefits of AI in research assistance (5.1 points in English, 5.3 points in French) were most recognised; student use of AI (69% English, 64% French) was higher than that of teachers (50% English, 44% French) and institutions (39% English, 26% French); most institutions lacked AI-related policies (only about 6%-21%), but had some awareness of AI risks (e.g., plagiarism, hindrance to critical thinking development); lack of infrastructure (4.2 points English, 4.1 points French) remains the primary obstacle to AI application, with ethical/legal concerns, insufficient tool suitability, etc., also being prominent; there is a strong demand among teachers for guidance on AI application, especially in areas like personalised learning, research assistance, and the ethical use of AI.

In summary, the African continent exhibits significant regional linguistic differences, lagging AI awareness and application, and prominent constraining factors. The development process in Francophone Africa is clearly behind that in Anglophone Africa. AI development is in a stage characterised by "shallow awareness, weak application, lack of policy, yet clear demand". This requires the sector to fully recognise the transformative value of AI and strengthen the development of policy norms at the institutional level. Concurrently, teachers' explicit demand for guidance on AI application provides a clear direction for future development. Overall progress urgently requires increased investment from universities and national competent authorities to break through developmental constraints.