Designing and Delivering a Fully Online Course on Artificial Intelligence for Educators: Lessons from Eswatini

This paper outlines the conception, implementation, and evaluation of a fully online professional development course on artificial intelligence for educators at the University of Eswatini. This study represents the first empirical analysis of a larger research program, drawing on data gathered from the two most recent cohorts. Conducted over five weeks between October and November 2024, it serves as the initial phase of a broader, ongoing research initiative. The initiative reached approximately 250 educators across two cohorts. Designed to address critical gaps in AI literacy, the course combines asynchronous self-paced modules, synchronous demonstrations, collaborative activities, and hands-on practice with generative AI tools, all within a mobile-friendly, lowbandwidth framework suitable for resource-constrained contexts. Employing a mixed-methods evaluation, the study collected quantitative survey data on AI tool usage, educator confidence, student engagement, and resource optimization, alongside qualitative feedback on participant experiences and implementation challenges. Findings reveal significant challenges in AI literacy transfer, with barriers including technical infrastructure limitations, institutional policy gaps, and skills confidence issues. Key innovations include leveraging existing platforms for delivery, integrating freely available AI tools to minimize costs, and establishing support systems for sustainable adoption. This research provides evidence-based online course delivery methods for technology-focused professional development in resource-constrained settings, as well as practical strategies for scaffolding AI integration across diverse student learning contexts.