T he provisional WASSCE results are out, and while some celebrate the progress, I cannot help but see the deep cracks beneath the surface. Out of more than 51,000 students, only 822 managed to earn credits in five subjects, including English and Mathematics—the very benchmark needed for meaningful advancement into higher education. That is not just a statistic; it reflects how we are preparing (or failing to prepare) our young people for the future.
For too long, exam preparation in Liberia has been treated as a ritual of last- minute cramming, memorization, and crash study sessions known as “camping for WAEC”. Students gather on and off campuses around the country in hopes of burning the midnight candles, not to truly understand, but to temporarily store facts they will soon forget. Teachers, often overburdened and under-supported, are sometimes part of the study session, forced to “teach to the test” rather than inspire critical thinking, problem-solving, or genuine love for learning. The result? Year after year, the same story: a small handful excel, a majority scrape by, and thousands fail while educators and other stakeholders complain and criticize our broken system.
This is not just about poor scores or massive failures; it is about wasted potential. How can a country thrive when its future workforce is not prepared for the future? What alternatives do we have to the status quo of memorization, answers without analysis, and a lack of innovation?
We need a Shift
Several things need to change to address the same tired and outdated testing model. We must shift from repetition learning to deep understanding. We should not have students memorizing definitions when they should be applying concepts to real-world problems. Learning is far more than finding
the right letter choice with the right answer. We must incorporate solving everyday challenges into learning without focusing on just passing with the right letter grade. When we have study sessions, students should be empowered to communicate and think critically. We have to go beyond simply regurgitating grammar rules and have students articulate their points and convey concepts in diverse ways.
Beyond classroom learning, when equipped, schools need to integrate technology and AI into everyday learning. Before I get criticized for daring to suggest AI for learning, the world is fast approaching integrated learning, and it is about time we catch on. The world is moving forward, and Liberia cannot afford to stay behind. Most high school students in central Monrovia have a Facebook account. The use of mobile devices makes it an easy case for digital platforms like WASSCElab. WASSCElab uses artificial intelligence to help students practice past questions, analyze their weaknesses, and provide personalized feedback. I wholeheartedly believe in the ways this application can revolutionize test preparation and learning. We have passed the point of waiting for a teacher to mark every paper or study session, which keeps teachers overworked. There must be alternatives for students to get instant insights into what they need to improve and other methods of learning.
Additionally, continuous learning and not just exam-season panic should be the norm. We have examinations every single year, and the preparation and study sessions start a few months before the exams. Schools must foster a culture of consistent learning from the first day of school. This means regular assessments, study groups, and the use of modern resources all year round—not just when the pressure mounts. How do we justify having a budget for study sessions, but it is only available at the very last minute? Do we even have the best interest of the students at heart, or are we merely checking off boxes to say we completed the task of exam prep?
Lastly, we need to train teachers to teach smarter, not just the same memorization methods. Teachers are the backbone of the transformation we need for testing and learning. How can students be better trained on using digital tools when our teachers are lagging behind or without the needed resources? Teachers need to create interactive lessons to move Liberian students away from the outdated “chalk and talk” methods.
Talk is Cheap, but let’s make Deeds.
So where do we go from here? I’ve shared the discouraging test results, the many challenges, and outlined some immediate changes we need to enact. Among some of the immediate changes is the incorporation of AI into teaching and learning. AI is not just ChatGPT, and it is not here to replace teachers. AI is here to amplify the impact of teaching and learning in classrooms across the world. Imagine students getting personalized mock exams based on their weak subjects. Or our rural schools have access to tutors when teachers cannot even reach them, or when teachers are absent. AI offers data-driven interventions where schools know exactly where most students are struggling in real time and can address them with the right tools. Platforms like WASSCElab offer changes beyond just talking. It is already paving the path to how students learn and the exams. It helps students simulate the exam experience, reduce anxiety, and focus on their weakest areas—long before the official papers arrive.
In short, the numbers from 2025 tell a sobering story, but they also reveal an opportunity. What we lack in test preparation and innovation, we can make up for with digital learning tools to avoid the same outdated preparation methods. It is time to stop treating WASSCE obstacle and start treating it as part of a bigger learning journey, powered by modern tools, better teaching methods, and a mindset that values real knowledge over short- term cramming. Liberian students deserve more than survival; they deserve success that lasts beyond exam day.