AI, Equity, and Access: Less-Resourced Country Teacher Leaders’ Perceptions

• In Event: Comparing Teaching and Learning in Africa and Beyond

Abstract

Through critical lenses centering equity, we investigated perceptions of 20 teacher leaders from less-resourced countries regarding computational literacy and artificial intelligence (AI) education, through a Fulbright program at an urban U.S. university. Notably, the program took place in the year following the significant rise of generative AI in 2022, which may have accentuated AI’s potential integration across educational contexts. Employing qualitative methods, including surveys, focus groups, and thematic analysis of educational artifacts, we identify key themes related to integration of AI into education. Findings highlight educators' recognition of computational literacy, their open yet cautious attitudes towards AI, and the challenges they face, such as lack of infrastructure and leadership support in a world where resources inequitably tilt toward the Global North. The study emphasizes the necessity of equitable access to computing education and offers insights for enhancing global educational practices in AI and equity.

Authors

• Sue Kasun, Georgia State University

• Yin-Chan Liao, Georgia State University

• Nozipho Moyo, Georgia State University