Oluwatuyi, Rachel and Densmore, Melissa (2026) AI Literacy for Young Learners: Experiences and Concerns of Educators in South Africa, Proceedings of Annual Research Conference of South African Institute of Computer Scientists and Information Technologists (SAICSIT 2026), 13-15 July 2026, Cape Town, Western Cape, South Africa, 1-20, South African Institute of Computer Scientists and Information Technologists.
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Abstract
The increasing prevalence of AI in everyday life has intensified the need for young learners to develop AI literacy. However, AI literacy among young learners in the South African context remains largely underexplored. Addressing this gap requires understanding the experiences of educators in South Africa who are expected to facilitate these AI literacy learnings. Therefore, this qualitative study examines the concerns and lived experiences of Coding and Robotics educators to promote AI literacy among young learners in South Africa. Semi-structured online interviews were conducted with ten educators working within the Coding and Robotics community in South Africa, and the transcripts were analysed thematically. The findings reveal that although educators recognised the importance of developing AI literacy among young learners, their experiences indicate that young learners in South Africa still demonstrate limited foundational digital literacy and frequently use AI tools without understanding how AI functions. A gap in government policy and school support, and limited AI awareness among parents and the community are also concerns. Educators also reported limited capacity and readiness to support learners, identifying the unsuitability of existing AI literacy learning resources for the South African context. This study highlights the need for contextualised AI literacy learning resources suited to the South African educational context, government and school policies that guide educators in delivering AI literacy education, and awareness among parents and communities to support AI literacy. These findings contribute to pathways for developing AI literacy, enabling young learners in South Africa to participate meaningfully in an AI-driven society.
| Item Type: | Conference paper |
|---|---|
| Uncontrolled Keywords: | AI Literacy, Coding and Robotics, South Africa |
| Subjects: | Human-centered computing > Human computer interaction (HCI) Applied computing > Education Human-centered computing > Human computer interaction (HCI) > Empirical studies in HCI |
| Alternate Locations: | https://www.researchgate.net/publication/410997568_AI_Literacy_for_Young_Learners_Experiences_and_Concerns_of_Educators_in_South_Africa |
| Date Deposited: | 06 Oct 2026 06:12 |
| Last Modified: | 06 Oct 2026 06:12 |
| URI: | https://pubs.cs.uct.ac.za/id/eprint/1791 |
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