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Leveraging AI and STEAM for Resilient and Sustainable Economic Development Through Open Education: A Case for Eswatini
Abstract
This paper explores how integrating Artificial Intelligence (AI) and Science, Technology, Engineering, Arts, and Mathematics (STEAM) into open education, particularly within Technical and Vocational Education and Training (TVET), can foster resilient and sustainable economic development in the Kingdom of Eswatini. The study critically examines Eswatini’s national transformation agenda, focusing on the TVET Policy 2022–2027, the National Development Plan 2023/24–2027/28, and the Education Sector Strategic Plan (ESSP) 2022–2034, which aim to address pressing socio-economic challenges: youth unemployment (49–56%), poverty (59% in 2017), and inequality (Gini coefficient ~0.55). Rooted in the African philosophy of Ubuntu, which emphasizes communal interdependence and mutual care, the paper advocates for inclusive, multi-sectoral strategies to ensure equitable access to education. Through a qualitative methodology combining policy analysis, literature review, and comparative case studies from Kenya, Rwanda, India, and Singapore, the study identifies best practices for AI-enhanced STEAM education within an open learning ecosystem. Tables and matrices summarize frameworks, while findings highlight the potential of technology-driven education to reduce unemployment, foster innovation, and promote social cohesion. The paper concludes with comprehensive policy recommendations and practical implications for educators, policymakers, and stakeholders, emphasizing collaboration across government, industry, and communities to achieve inclusive economic transformation.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 8410
Country
Eswatini
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)