Oluwatuyi, Rachel (2025) AI Literacy for Learners in Low-Income Communities: Co-designing with Educators and Learners in Youth Organisation within South Africa, Proceedings of Southern African Conference for Artificial Intelligence Research (SACAIR 2025), 1 - 5 December 2025, Cape Town, Western Cape, South Africa, Book of Short Papers and Abstract: Presentations at the Unconference of the Sixth Southern Africa Conference for Artificial Intelligence Research, 6, 63-64.
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Abstract
The integration of Artificial Intelligence (AI) into everyday life is advancing at an unprecedented pace, significantly shaping individuals and societies. Young learners are growing up in environments increasingly influenced by intelligent systems, making early AI literacy essential for developing critical understanding and informed engagement. While AI literacy studies have sought to empower learners in understanding, engaging, creating, and evaluating AI, young learners from low-income communities in South Africa remain under-represented. These communities face unique challenges, shaped by sociocultural values, lived experiences, and educational realities. In addition, many existing studies overlook the inclusion of both learners and educators as equal design partners in the design process, despite their unique insights and contextual needs. Learners and educators have unique needs, especially in developing contexts and including them in the design process reveals their behaviours and enables them to voice their opinions and perspectives in shaping designs. This study addresses this gap by exploring learning strategies towards co-developing AI literacy learning toolkits with learners and educators in youth organisations within low-income South African communities. Adopting a community-based co-design approach, the study positions learners and educators as equal design partners throughout the design process. Data will be gathered through interviews and co-design workshops, followed by qualitative analysis to identify design requirements and effective learning strategies. The anticipated outcomes include a deeper understanding of learning strategies when designing “with” and “for” learners and educators in African contexts, and the development of AI literacy learning toolkits tailored to learners in low-income South African communities. By fostering AI literacy in these communities, this research will contribute to the broader discourse on AI literacy and provide insights to inform future decision-making around equitable AI education.
| Item Type: | Conference poster |
|---|---|
| Uncontrolled Keywords: | AI Literacy |
| Subjects: | Human-centered computing > Human computer interaction (HCI) Social and professional topics > Professional topics > Computing education > Informal education Social and professional topics > Professional topics > Computing education > Computing literacy Human-centered computing > Human computer interaction (HCI) > Empirical studies in HCI |
| Alternate Locations: | https://2025.sacair.org.za/unconference_programme/, https://2025.sacair.org.za/wp-content/uploads/2025/12/SACAIR2025_Unconference_Abstracts-08.12.25-edit.pdf |
| Date Deposited: | 03 Sep 2026 07:11 |
| Last Modified: | 03 Sep 2026 07:11 |
| URI: | https://pubs.cs.uct.ac.za/id/eprint/1792 |
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