The Geography of the Digital Divide: A Spatial Analysis of Chinese Infrastructure Investment and Educational Outcomes in Sub-Saharan Africa

This study examines the relationship between Chinese digital infrastructure investment and educational outcomes in Sub-Saharan Africa, analyzing whether large-scale "hard" infrastructure development translates into improved "soft" human capital results. Drawing on data from the China Africa Research Initiative, International Telecommunication Union, World Bank, and UNESCO covering the period 2000-2024, the research employs spatial analysis and comparative case studies of Ethiopia, Kenya, and Ghana to assess the impact of China's Digital Silk Road initiative. The theoretical framework integrates Heeks' concept of data justice and the Bass diffusion model to examine both instrumental access (physical connectivity) and structural capacity (educational outcomes). Findings reveal a significant positive correlation between Chinese ICT loans and internet penetration rates, but a weaker connection to educational indicators such as the Human Capital Index and tertiary enrollment. The analysis identifies a persistent and evolving urban-rural digital divide, with connectivity concentrated in capital cities and economic centers while rural areas remain largely disconnected. Case studies demonstrate that state-led models (Ethiopia) produce slower educational gains despite substantial investment, while market-led (Kenya) and e-government (Ghana) approaches show more promising results when combined with existing institutional capacity. The research identifies three critical challenges: the debt-education trade-off whereby loan repayments crowd out educational spending, digital sovereignty concerns related to surveillance infrastructure, and the "leapfrog illusion" that assumes technology can substitute for foundational educational development. The study concludes that while Chinese investment has successfully built Africa's digital backbone infrastructure, it has inadvertently reinforced spatial inequalities and failed to generate proportional improvements in human capital, particularly in rural areas. Policy recommendations emphasize the need for vendor-neutral education programs, increased investment in "last mile" rural connectivity, and strategic separation of infrastructure development from educational content delivery.