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A Systematic Review of Assistive AI Technologies for Equity, Inclusion, and Lifelong Sustainable Learning in South African STEM Education
Abstract
This paper provides an in-depth exploration of how assistive Artificial Intelligence (AI) powered learning technologies are transforming and reshaping today's education by making it personalized, accessible, and efficient as well as fostering lifelong sustainable development. There has been a remarkable change in education driven by various advances in technologies. AI has tremendous potential for promoting equity, inclusion and access to science, technology, engineering, and mathematics (STEM) education, including students coming from low socio-capital. Despite rapid technological advancements in the STEM fields, educators in South Africa remain on peripherals on the use of assistive AI technologies, perpetuating traditional methods of teaching that creates inequities. Recent educational policies emphasize accommodating the diverse needs of all students, fostering learning within the same community. Since AI as new technologies possesses the potential to transform pedagogical practices, it is important for teachers to understand how they can use assistive AI technologies to support inclusive education. Despite the ubiquitous of these technologies in our societies, teachers have limited knowledge to embrace them in their classrooms to enhance learning. This systematic review investigates the integration and impact of assistive AI technologies on equity, inclusion, engagement, motivation, and lifelong learning within STEM education in South African schools and universities. Findings suggest that use of assistive AI and improve student engagement, motivation, and personalized learning experiences within the STEM domain. There is further evidence from the results that teachers lack knowledge on how to use assistive AI technologies in their classrooms. The results send a good message to educational, curriculum planners and relevant stakeholders that there is a need to have workshops to empower teachers with skills and knowledge to use assistive AI technologies in their classrooms. We contend that assistive AI-driven pedagogy could be superior for analysing learner data, adapting instructional content, and providing scalable, consistent on-demand training.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 1713
Country
South Africa
Region
Africa
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Adobe PDF, 634.61 KB
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Date
2025-09
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ORCID
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Publisher
Commonwealth of Learning (COL)