DECOLONIZING EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: A GLOBAL SOUTH PERSPECTIVE

Abstract

Artificial Intelligence, or AI, is increasingly being used in the field of education. There are multiple avenues including but not limited to generating content, offering personalized learning, automating administrative tasks, automating evaluation, offering virtual tutors, etc. International frameworks, such as UNESCO’s Beijing Consensus on Artificial Intelligence and Education, are intended to boost the readiness of member states to adapt AI for the purpose of education. However, its increased use in the field of education also raises ethical and political concerns, especially pertaining to ethical concerns regarding possible replication of biases, pertaining to nationality, race, religion, ethnicity, and gender. Furthermore, the question of ownership and technological control also weighs in on the possible undue influence. Finally, there is also the question of uncritical use of AI by students risking erosion of critical thinking, thus making them vulnerable to misinformation. Combined, these factors create a risk of AI in education being a tool for domination. This article looks at AI through dependency theory and argues the case for a decolonized education for the Global South nations, where AI is only incorporated as a limited tool in the hands of trained teachers, and students are made aware of its limitations.