Abstract
Background/purpose. This paper explores Artificial Intelligence (AI) in
advancing Sustainable Development Goal 4 (SDG4) in South Africa.
Although there has been a drastic interest in AI’s transformative
capacity in education, limited studies address its pitfalls and benefits
using a phenomenological approach focusing on the South African
context.
Materials/methods. By adopting a phenomenological lens, this study
delves into the lived experiences of six high school teachers grounded
in the contextual realities of AI in South Africa using a purposive
sampling technique. We used a semi-structured interview guide to
conduct an in-depth thirteen-minute interview and analysed the data
thematically.
Results. The study generated two themes through qualitative analysis,
including unequal resource distribution and enhanced quality
education. The study proposed AI-driven solutions tailored to the
contextual nuances of South Africa. By incorporating diverse
perspectives and utilising AI technologies, an approach aims to enhance
educational outcomes, promote inclusivity, and bridge existing
education access and quality gaps.
Conclusion. This research contributes to the growing discourse on AI’s
potential to address complex societal challenges. It offers insights for
policymakers, educators, and technologists seeking to leverage AI for
sustainable development initiatives in South Africa and beyond.