AI and data in education: Policy considerations for South Africa

In South Africa there are high expectations that digital innovations can help a large majority of under-resourced and under-performing schools leapfrog the gap between themselves and a small number of globally competitive peers. From remote teaching and intelligent tutoring to learner management and automated grading systems, digital technologies have been implemented to mitigate some of the resource challenges facing educational institutions while enabling better decision-making in administrative and management processes. Now, emerging data-driven tools, including artificial intelligence (AI) and sub-fields like machine learning (ML), promise a new level of insight and automation for these digital education initiatives. However, as the South African experience has shown, the benefits of emerging technologies in education have been unclear and there are many challenges associated with implementation. This Topical Guide considers the impact that AI and data-oriented platforms are likely to have on teachers, lecturers, learners and students across the South African educational context. In reviewing emerging trends related to practice and policy on AI and data in education, the Guide recommends a number of actions to facilitate more inclusive benefit from these technologies, including: skills development programs that enable both educators and institution management teams to make optimal use of data-driven technologies in teaching and administration; expansion of digital infrastructure to more schools as an enabler of inclusive AI and data use; stronger support for research into the multi-lingual applications and implications of AI; and legislation, policies and governance arrangements specific to South Africa’s education space to encourage innovation that can benefit all learners and educators, whilst protecting users from potential harm.