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.
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.
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.
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.
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.
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.
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.
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.
Oabona
Moses Sello
Teacher,
Blogger & Writer
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