Contextualized Edge Pedagogy (CEP) for Offline Education: Readiness, Privacy and Pedagogy Gaps in Post-Conflict Tigray

Abstract We introduce Contextualized Edge Pedagogy (CEP), a design framework that reconciles the tension between global AI advancement and localized educational equity in post-conflict environments. Drawing on a 65-question stakeholder survey with 250 visually impaired students—representing 27.9% of the visually impaired student population in Tigray, Ethiopia—we identify evidence-based design requirements and propose a context-aware architecture that lays the ground-work for future intervention studies. Conventional educational technology assumptions—stable infrastructure, individual device ownership, and cloud-dependent architectures—systematically exclude visually impaired students in resource-constrained settings. Our three-tier imputation strategy with self-reinforcing validation achieves 88.3% data completeness (97.8% of applicable cells) while preserving cultural grounding, enabling preliminary design hypotheses for offline-first accessible education. A companion paper reports demographic and comorbidity analyses from the same cohort.