by Joseph Hlongwane, National University of Science and Technology, Zimbabwe.
We investigated the integration of Artificial Intelligence (AI) in Higher Education (HE) in Africa,
focusing on enhancing the quality of STEM education and sustainability. In a nutshell, our research shows that AI can help produce graduates with 21st-century skills like critical thinking, problem solving, and innovation in alignment with the Education 5.0 manifesto. Through a qualitative case study at a Zimbabwean university and a robust literature review, we gained deep insights into this complex phenomenon.
Research findings
Some educators in Zimbabwe are worried AI might take their jobs, yes, AI is more effective and
efficient at routine work, however, despite its complex algorithms and neural networks AI lacks
emotional intelligence, empathy, and the ability to make complex decisions. So, it’s more like a helper than a replacement. People who are savvy with AI might have an edge in future jobs, so schools need to teach these skills and prepare 4IR (Fourth Industrial Revolution) global citizens.
There are also political issues beyond educators’ control that make it hard to bring AI into African HE institutions since many are government-controlled and may follow politically motivated policies over global best practices. Plus, many students and teachers in places like Zimbabwe, especially in rural areas, don’t have access to modern gadgets like laptops and smartphones needed for AI, while others have them. This creates a digital divide and an education gap.
Benefits and Opportunities of AI in Education
It was exciting to see how AI in education can assist us achieve the Sustainable Development Goals (SDGs) and transform economies by equipping graduates with 21st-century skills like innovation and problem-solving. AI can boost academic results by personalising learning for students, including those with special needs and those in resource-limited areas. AI cobots handle repetitive tasks for educators like marking attendance and grading assignments, freeing educators to focus on more cognitively challenging aspects of their roles like researching, innovation, and developing improved teaching strategies that enhance the education delivery system.
Educational chatbots act as 24/7 virtual teachers, instantly answering simple questions and addressing teacher shortages. Plus, with AI and Virtual Reality, we can create realistic 3D images and virtual labs to support remote schools lacking physical resources. Technology is enhancing learning for everyone, promoting equity and inclusivity.
Challenges of AI integration
Our research revealed a lack of big data on individual students, cultural norms, learning styles, and detailed curricula in Africa, lessening the accuracy of chatbots and Intelligent Tutoring Systems (ITS) in generating meaningful personalised learning plans. We recommend significant financial investment and development in physical, digital, and internet infrastructure to ensure quality education.
Another big challenge found was the lack of robust cyber security systems to avert the possible
leakage of personal information to the public domain, especially to cyber criminals.
Technological Infrastructure
Our research revealed that Africa has the largest youth population, a key resource for sustainable
development. By using AI in education, we can empower them to drive progress and overcome
resource limitations. However power outages, unstable, costly, and slow internet hinder progress. Policymakers need to promote investment in digital infrastructure to unlock their potential.
AI simplifies human-machine communications. With Machine Learning and Natural Language
Processing (NLP), machines can interact effectively with students and teachers in their natural
languages, eliminating the need for humans to understand complex binary systems. Tools like
Duolingo and Babbel illustrate how AI can enhance language and cognitive skills, but their focus on Global North languages underscores the need for resources tailored to the linguistic and cultural contexts of the Global South African learners.
Virtual platforms required for effective AI integration
Our research pointed to a need for an ITS utilising cloud computing. This system offers personalised learning, instant feedback, and assessments, especially handy in teacher-short areas. Creating an ITS requires fast computers and collaboration among psychologists, teachers, and engineers, along with stakeholder financial support. We believe that investing in this technology could transform education for so many learners in Africa.
Embracing the Future of Education
As we explored educational technology, we noticed how Learning Management Systems (LMS) like Moodle, Google Classroom, Blackboard Learn, and Canvas use AI to personalise interactive learning and automate grading. However, they require fast internet, which is a challenge in many African countries. Virtual Learning Environments (VLE) like Google Classroom, Zoom, social media platforms, Virtual laboratories, and Virtual Reality technologies impressed us with their ability to foster remote global collaboration to empower learners.
Recommendations
Local programmers are crucial for providing big data to enable AI-driven, personalised education in Africa. We urge multi-sectoral partnerships to mobilise resources to teach AI systems in African languages. Additionally, we recommend that schools and HE institutions adopt interactive, less formal AI-powered applications like Brainy, Dream Box, SMART Learning Suite, Nearpod, Nexia, PowerSchool, and Classcraft to stimulate learning and make it more interesting.
Editor’s note: This article is based on the research published in: Hlongwane, J., Shava, G. N., Mangena, A., and Muzari, T. (2024). Towards the Integration of
Artificial Intelligence in Higher Education, challenges and opportunities: The African context, a case of Zimbabwe. International Journal of Research and Innovation in Social Science (IJRSS). Vol 8(3), 417–435. DOI: https://dx.doi.org/10.47772/IJRISS.2024.803028S
Author
Joseph Hlongwane
Joseph is a lecturer and researcher in the Department of Science, Mathematics, and Technology Education at NUST Zimbabwe. He holds a Master of Science Degree in Physics, a Bachelor of Education (Hons) in Physics, a Diploma in Education, a Diploma in Special Needs Education, and a Certificate in Active Learning in STEM with PhET Interactive Simulations. He has supervised several undergraduate and post-graduate students’ dissertations. His research interests include Education for Sustainable Department, Artificial Intelligence, Physics, and Renewable Energy. Joseph has several publications and peer reviews to his name.
