Pause, reflect and realign: Ubuntu, digital degrowth and the future of technology in education

Abstract

The education landscape is faced with one of the most contentious periods as a result of Artificial intelligence (AI). The Global South particularly is faced with the dilemma of adopting AI in the backdrop of underdeveloped, costly, and fragmented infrastructure as well as limited AI literacy. The efficiency discourse associated with AI in education drives us to question whether education is for impact or efficiency. I argue that pausing and reflecting on the adoption of AI in education is critical if we are to maintain the relational and humane side of education that helps students and faculty to learn important skills such as problem solving, critical thinking, as well as academic integrity. The paper is grounded in Critical Pedagogy and Ubuntu Philosophy, and raises important questions about the purpose of education, human agency in education, ethical and cognitive risks of AI, power imbalances between the Global North and Global South, and the importance of fronting and protecting relational, humane, and contextualized learning. Ubuntu, as a relational approach, can be drawn upon as a possible equalizing and humanizing philosophy that could transform the use, development, and contextualization of AI globally to maintain humanity in teaching and learning.