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By Thapelo Molefe
The rise of artificial intelligence (AI) in education is sparking both excitement and concern in South Africa, as experts debate whether it will improve learning or deepen inequalities.
Speaking at the Basic Education Sector Lekgotla. Unesco’s Prof. Shafika Isaacs warned that while AI offered new opportunities, it must be implemented responsibly.
“AI is not a magic solution for education’s challenges. If we are not careful, it could reinforce inequalities rather than solve them,” Isaacs said.
The conference brought together policymakers, educators and researchers to explore AI’s role in teaching, student support and administration.
While AI-driven tools are helping automate lesson planning, grading and even tutoring, Isaacs cautioned against an overreliance on technology.
“We must ensure that AI in education serves public interest, not just commercial priorities,” she added, highlighting concerns about AI bias, data privacy and ethical use.
One of the biggest challenges raised at the lekgotla was AI’s lack of support for African languages.
Prof. Vusi Marivate from the University of Pretoria emphasised the urgent need to develop AI tools that recognised and processed local languages.
“If AI is only trained in English and dominant global languages, it will exclude millions of African learners,” Marivate warned.
He explained that most AI models were developed using Western data, leaving South African students at a disadvantage. Without investment in African language AI, he said the country risked creating an education system where only English-speaking students benefited from AI-driven learning.
Another major issue discussed was the growing gap between well-resourced and underprivileged schools. While some private institutions have begun experimenting with AI-powered classrooms, many public schools struggle with basic digital access.
“AI could either be a tool for empowerment or a driver of exclusion, depending on how we implement it,” said a panellist during one of the discussions.
Experts agreed that without government investment in digital infrastructure, AI adoption could widen educational inequalities instead of addressing them.
Despite AI’s ability to assist in the classroom, panellists were clear that it should not replace human educators. Some schools globally have experimented with AI-led teaching, raising concerns about the dehumanisation of education.
They said students needed mentorship, emotional support and ethical guidance, which AI could not provide.
As South Africa navigates AI’s role in education, experts called for stronger regulations, ethical oversight and AI literacy training for teachers and students.
“We must approach AI critically, ensuring it aligns with our values of inclusivity, fairness, and accessibility,” Isaacs said.
The lekgotla was clear that AI would play a role in the future of education, but how it was implemented would determine whether it helped or harmed South Africa’s learners.
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