A scoping review of the integration of artificial intelligence in primary and secondary schools from 2020 to 2024: policy implications for South Africa
Domain:
educationRecord type:
paper
Creator:
HumTak
Host:
South Africa’s education system struggles with challenges highlighted by low student performance in globalassessments. Based on Bloom’s (1984) personalized instruction model and the Arksey and O’Malley (2005)methodology, this scoping review explores how artificial intelligence (AI) can enhance educational outcomes inSouth Africa. This analysis of international applications and their implications for South Africa involved ascoping review of SpringerLink, ScienceDirect, Mendeley, and Taylor & Francis databases to identify primarystudies on AI in education from 2020 to 2024. Data from 33 articles were charted and summarized according tothe research questions. Key findings highlight the potential of AI to provide personalized learning experiences,enhance inclusivity, and support special needs education. However, infrastructure deficiencies pose significantbarriers. Effective AI deployment requires educators to develop technical skills and understand AI ethics toaddress biases and privacy issues. Implications for policy are discussed.
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