Enhancing AI digital literacy among South African youth: A model for inclusive participation

Abstract

With the rapid integration of AI now revolutionizing industries all over the world, AI and digital literacy are major skills identified with key future employability and creativity. The demand has never been higher for a digitally literate workforce as AI becomes an integral part of manufacturing, banking, health, education, and other industries. With these changes around the world, some of the major challenges that inhibit the participation of students in AI digital education in South Africa are socioeconomic inequality, inadequate infrastructure, and a shortage of teachers with appropriate training. These challenges narrow access to AI digital literacy, which is an enabler for social and economic inclusion. This paper applies the 1991 Icek Ajzen's TPB framework which provides an in-depth skeleton that is aimed at enhancing AI digital literacy among South Africa’s youth. The paper discusses, identifies, and addresses various psychological and social elements of attitudes, subjective norms, and perceived control that influence the youth's involvement in AI digital education. It is a proposed framework that aims at an environment that would encourage AI digital literacy to thrive through definite interventions such as curricular integration, community involvement, teacher training, public-private partnerships, and government policy. Changes in the curriculum can ascertain the inclusion of AI from a tender age into the system, and public-private partnerships offer essential resources and technological access. While teacher training is meant to ensure the quality of AI and digital education, community engagement programs try to change social beliefs toward creating an enabling environment that fosters AI digital learning.