Botswana’s Classrooms and the Escalation of Artificial Intelligence (AI): Should We or Should We Not?

The mere mention of Artificial Intelligence (AI) in Botswana’s classrooms often evokes connotations of American and European teaching pedagogies, systems largely removed from the Tswana or broader African educational context. Yet, AI is rapidly becoming an integral part of global education systems and Botswana is cautiously beginning to explore its potential. Educators are responding with a complex blend of curiosity, apprehension and growing acceptance.

 With the increasing integration of digital tools such as e-libraries, video tutorials, and online syllabi, AI holds significant potential to support both teachers and learners particularly in primary and secondary schools, where foundational learning occurs.

 Understanding AI in the classroom

Artificial Intelligence refers to machines or software capable of performing tasks that typically require human intelligence such as analyzing data, solving problems or making decisions. In educational settings, this might be reflected through adaptive learning apps that tailor content to a learner’s pace, or data-driven platforms that help teachers identify learning gaps and track student progress.

 With national initiatives like SmartBots, THUTONET, and the Orange Botswana Digital Schools Program, the integration of AI feels like a natural progression. These programs are paving the way for more tailored, responsive and efficient learning environments.

 The antidote to overcrowded classrooms

One of the most promising advantages of AI is personalized learning. The pupil-teacher ratio (PTR) in many urban secondary and primary schools remains high, making it difficult for educators to give individual attention to students. On the contrary, rural primary schools face the opposite challenge with low enrollment and limited resources.

 AI can help bridge this divide. For instance, an AI-powered mathematics lesson can adjust in real time to support struggling students while simultaneously offering enrichment to more advanced learners. This kind of differentiated instruction, typically unfeasible in a traditional Botswana classroom, becomes possible with AI.

 A collaborative future

A recurring concern is that AI might replace teachers in Botswana classrooms. However, this fear needs to be unpacked from both sides. In Botswana, education is grounded in Botho (humanity), mentorship and human collaboration. Values that no machine can replicate.

 AI is not a substitute for educators, but rather a partner. It can handle routine tasks such as grading, tracking performance, or content delivery, thereby allowing teachers to focus on inspiring and guiding learners. This teacher-technology partnership should be embraced rather than feared. Besides, modern classroom teaching is marred with a plethora of challenges such as lack of support materials and teacher burn out.

 A digital future

As Botswana accelerates toward its Vision 2036 aspirations, digital literacy becomes a necessity rather than a luxury. AI can be a powerful tool in nurturing essential skills such as critical thinking, creativity and coding, starting from early learning stages. Programs like Orange Digital Schools can provide a boost, particularly to primary and junior secondary students, helping to close the gap with the more tech-advanced senior secondary cohort.

 Challenges & cautions

Despite its promise, AI integration comes with significant challenges. Many schools, particularly in rural areas, lack the infrastructure such as stable internet and modern devices needed to support AI. There is a real risk of deepening the already existing urban-rural digital divide and leaving primary school learners behind.

 Moreover, successful AI integration hinges on teacher readiness. Both in-service and pre-service teacher training must be intensified to ensure educators are equipped to use AI meaningfully in their pedagogies. Teachers must evolve from being passive users of technology to active designers of AI-enhanced learning environments.

 Further, concerns around data privacy, screen time and over-dependence on AI must be addressed. Without clear national policies, we risk sacrificing creativity for automation and developing a generation of learners overly reliant on machines.

 Looking ahead

AI has the potential to revolutionize Botswana’s education system, making it more inclusive, efficient and future-ready. However, this progress must be navigated carefully as unchartered waters to Botswana’s classroom. We must ensure that our national values, educational goals and human connections remain at the heart of any technological advancement.

 The question is no longer whether AI should be in our classrooms, but how we introduce it responsibly, inclusively and in harmony with the soul of Botswana’s education policy and system.

About the Author:

Oabona Moses Sello is a primary school teacher in Botswana with twenty years of classroom experience. He holds a Masters of Education (M.Ed.) degree in Social Studies and Bachelor of Education (B.Ed.) Social Studies from the University of Botswana in 2018 and 2014 respectively. His initial teacher training was at Lobatse College of Education doing Diploma in Primary Education (D.P.E) with majors in Social Studies & Religious Education attained in 2004. He has previously taught at Tubu Primary School during 2005-2011 and Shashe Primary School from 2012-2014, Phuthadikobo Primary School from 2015-2017, Our Lady of Carmel Mission School from 2018-2022, Letsebe Primary School from 2022-2024 and Seingwaeng Primary School from 2024 to date. He has great interest in research, politics, policy and citizenship issues.

obmsello@gmail.com/73352030                                

Oabona Moses Sello

Teacher, Blogger & Writer