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Policy Formulation on the Use of Generative AI to Enhance Differential Instruction, Personalized Learning, and Inclusive Education: A Case Study of Emlalatini Development Centre, Eswatini
Abstract
Eswatini, a small, open economy sharing borders with South Africa and Mozambique, has a population of around 1.2 million, with an estimated per capita Gross Domestic Product (GDP) of $4,089 in 2024 (World Bank, 2025). The Emlalatini Development Centre (EDC) stands as the country's sole government-funded Open and Distance Learning (ODL) institution. EDC is now poised to pioneer the integration of Artificial Intelligence (AI) into its administrative and academic processes. However, there is currently no baseline research on how AI can support such approaches in Eswatini. Until recently, there has been limited understanding of Eswatini's institutional and legislative readiness to govern AI in the country. This AI research will provide a model for implementing AI governance through policy framework development in nations with limited digital infrastructure, addressing regional challenges. Additionally, the research will showcase Eswatini's experience in the AI policy development process. Using a stratified sample of 500 stakeholders and an online survey, it assesses the level of AI adoption, digital readiness, and policy gaps, while analysing institutional and legislative preparedness in Eswatini. It offers a comparative review of global and regional AI documents, including a UN framework for a model policy. Findings will inform the design of an AI Policy Framework for Eswatini.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 7984
Country
Eswatini
Region
Africa
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Adobe PDF, 251.93 KB
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Date
2025-09
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ORCID
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Publisher
Commonwealth of Learning (COL)