Exploring AI for Improving SDG4 in South Africa: The Phenomenological Approach

Background/purpose. This paper explores Artificial Intelligence (AI) in advancing Sustainable Development Goal 4 (SDG4) in South Africa. Although there has been a drastic interest in AI’s transformative capacity in education, limited studies address its pitfalls and benefits using a phenomenological approach focusing on the South African context.

Materials/methods. By adopting a phenomenological lens, this study delves into the lived experiences of six high school teachers grounded in the contextual realities of AI in South Africa using a purposive sampling technique. We used a semi-structured interview guide to conduct an in-depth thirteen-minute interview and analysed the data thematically.

Results. The study generated two themes through qualitative analysis, including unequal resource distribution and enhanced quality education. The study proposed AI-driven solutions tailored to the contextual nuances of South Africa. By incorporating diverse perspectives and utilising AI technologies, an approach aims to enhance educational outcomes, promote inclusivity, and bridge existing education access and quality gaps.

Conclusion. This research contributes to the growing discourse on AI’s potential to address complex societal challenges. It offers insights for policymakers, educators, and technologists seeking to leverage AI for sustainable development initiatives in South Africa and beyond.

Keywords: Artificial Intelligence, Sustainable Development Goal 4, South Africa, Phenomenological Approach

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