Promoting Equity in Digital Education for SA Secondary Schools: A Vision for a Just Future

Abstract

The digital revolution is globally transforming education. However, achieving digital equity in education, particularly in under-resourced secondary schools, remains a challenge in South Africa. This study investigates the potential of low-tech solutions and AI applications to bridge the knowledge gap and offers strategies to alleviate digital inequity. It advocates for the innovative employment of low-tech tools, AI applications, and the 'jua kali' concept—a creative utilisation of available resources—to bolster educational equity amidst digital resource shortages. A mixed-methods approach was utilised to gather data from educators and administrators through quantitative checklist polls, interviews, and ethnographies. The latter two methods provided insights into the perspectives of educators and administrators, while the polls assessed the schools' access to digital infrastructure and the utilisation of lowtech and AI applications. Grounded in resilience theory, the data was analysed using ATLAS.ti, thematic analysis and descriptive statistics. The findings acknowledge the resilience and potential of low-tech solutions and AI applications in education via the Jua Kali approach. The scarcity of research on resilience, low-tech, and AI solutions in underresourced secondary schools is evident. This study seeks to provide empirical evidence to address this research void. Considering infrastructure and digital literacy challenges, this study suggests that policymakers, educators, and ed-tech developers collaborate to devise tailored interventions. Such measures aim to leverage low-tech and AI applications in schools to bridge digital education gaps and promote equity. These efforts will inform future research and contribute to the broader goal of achieving inclusive and equitable education.