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Designing and Delivering a Fully Online Course on Artificial Intelligence for Educators: Lessons from Eswatini
Abstract
This paper briefly outlines the conception, implementation, and focuses on the evaluation of a fully online professional development course on artificial intelligence for educators at the University of Eswatini. Spanning five weeks from October 2024 to November 2025, the initiative reached approximately 100 educators across four 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, low-bandwidth 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.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5043
Country
Eswatini
Region
Africa
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Adobe PDF, 578.55 KB
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Date
2025-09
Author
ORCID
Corporate Author
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Publisher
Commonwealth of Learning (COL)