Authors: John Yohane Phiri, Dr Phiri John
Abstract: This study investigated the impact of Artificial Intelligence (AI) on education in urban secondary schools in Lusaka, Zambia. It examined the extent and forms of AI adoption, and assessed effects on student learning outcomes, engagement, and motivation, alongside changes in teacher effectiveness and instructional practice. The research interrogated ethical and equity concerns, including algorithmic bias, transparency, and differential access, and it located findings within the local policy and infrastructural context. A convergent of this research was on Libala, Kamwala, David Kaunda, Kabulonga, and Rhodes park Secondary Schools. Mixed-methods design was employed. Quantitative data were collected via structured questionnaires from a stratified sample of 200 students and 50 teachers, and were analyzed using descriptive statistics and inferential tests (t-tests, ANOVA, regression) in SPSS. Qualitative data were generated through semi-structured interviews, classroom observations, and document review in five purposively selected case schools and were analyzed thematically with NVivo. The study anticipated that AI-powered adaptive systems and analytics had improved individualized learning and formative feedback, that teacher workload was partially reduced through automation while pedagogical roles became more diagnostic and supervisory, and that gains were moderated by inequitable access and limited teacher training. The study contributed empirically grounded, context-sensitive evidence on how AI shaped learning and teaching in a low-resource urban setting and clarified the trade-offs between pedagogical affordances and ethical risks. Findings informed practical recommendations for policymakers, school leaders, and ed-tech developers to priorities equitable roll-out, transparent algorithmic design, and sustained teacher professional development. These recommendations were expected to guide responsible AI integration to enhance learning outcomes without undermining educational equity.
DOI: http://doi.org/10.5281/zenodo.20512517
