The role of emerging Artificial Intelligence in the establishment of inclusive learning environments

Authors

  • Goodwill Phezulu Mbambo Majuba TVET College
  • Elize Du Plessis University of South Africa

DOI:

https://doi.org/10.17159/661gkx39

Keywords:

artificial intelligence, Affordances, Inclusive learning, Learning difficulties, Learning environment

Abstract

Students with learning difficulties face significant challenges in accessing equitable education. Integrating emerging technologies like artificial intelligence (AI) can address students’ diverse learning needs and promote inclusivity. This quantitative study explored the role of AI-driven technologies in fostering inclusive learning environments for students, including those with difficulties. Using random sampling, 180 South African Technical and Vocational Education and Training (TVET) college respondents completed a five-point Likert scale questionnaire. The findings showed that AI integration holds significant possibilities to enhance inclusivity but is hindered by challenges such as the digital divide, limited digital skills among instructors, and concerns over data privacy and academic integrity. The study recommended targeted investments in ICT infrastructure in underserved areas, professional development to strengthen educators’ digital competencies, active stakeholder involvement in AI development, and the establishment of ethical frameworks to ensure the secure handling of sensitive data in education. Addressing these challenges is essential to fully harnessing the potential of AI as a tool for equitable, inclusive, and effective teaching and learning, thereby contributing to the development of educational systems that are responsive to and supportive of students’ diverse learning needs.  

Author Biographies

  • Goodwill Phezulu Mbambo, Majuba TVET College

    Dr Goodwill Phezulu Mbambo is a seasoned lecturer at Majuba TVET College, South Africa under the Department of Computer Related Subjects (CRS), where he has taught Information and Communications Technology (ICT)-related subjects in N4–N6 for over 13 years. He holds a Doctor of Philosophy (PhD) in Education, a Master of Education, and a Bachelor of Education (Honours), all from the University of South Africa (UNISA). Dr. Mbambo’s research primarily explores the integration of emerging technologies in education, with a focus on how digital tools can enhance teaching and learning. He is an active academic contributor and serves as both a national and international peer reviewer for a respected international academic journal. With extensive expertise in computer-related subjects, Dr Mbambo is especially skilled in the technical aspects of computing and remains committed to advancing ICT education through both teaching and research. 

  • Elize Du Plessis, University of South Africa

    Professor Elize du Plessis holds a Doctor of Education (DEd) degree and has 35 years of experience in distance teaching. She holds a full professor position in the Department of Curriculum and Instructional Studies at the University of South Africa (UNISA) and has a C2 NRF rating. Her primary area of expertise is teacher training, specifically addressing the challenges associated with Open Distance e-learning (ODeL) teacher education pedagogy and assessment practices. Her current research extends to Artificial Intelligence (AI), such as ChatGPT. In her present role, Elize is the programme coordinator for the Post Graduate Certificate in Education programme, which encompasses explicitly the Senior Phase and Further Education and Training. She excels in developing course materials for student teachers and has contributed to numerous books and a wide range of journal articles. Furthermore, she has presented research papers at both national and international conferences. Additionally, Elize actively contributes to academia by serving as a national and international reviewer for multiple academic journals. Furthermore, she is a consultant who evaluates teacher training programmes at various institutions. She also plays a key role as supervisor and external examiner for MEd and DEd/PhD students. 

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Published

10-12-2025

Issue

Vol. 20 No. 2 (2025): The Independent Journal of Teaching and Learning

Section

Articles

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mbambo, G. P., & Du Plessis, E. (2025). The role of emerging Artificial Intelligence in the establishment of inclusive learning environments. The Independent Journal of Teaching and Learning, 20(2), 10-27. https://doi.org/10.17159/661gkx39

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