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p-Index From 2021 - 2026
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This Author published in this journals
All Journal JOURNAL OF APPLIED INFORMATICS AND COMPUTING Journal of Information Systems and Informatics
Mampilo Phahlane
University of South Africa
Computer Science & IT

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AI Adoption in Southern African Open and Distance e-Learning: A Systematic Review Tirivashe Mafuhure; Mampilo Phahlane; Charles Mbohwa
Journal of Information System and Informatics Vol 8 No 2 (2026): April
Publisher : Asosiasi Doktor Sistem Informasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63158/journalisi.v8i2.1111

Abstract

The integration of Artificial Intelligence (AI) into Open and Distance e-Learning (ODeL) systems is now a very important aspect in higher and tertiary education worldwide and this also includes Southern Africa. This paper reviewed a total number of 79 peer reviewed studies and other relevant publications from the year 2019 to 2025, examining how AI was being employed to improve teaching, research, learning, and administration processes in ODeL institutions in the Southern Africa region. This research study explored how AI was used address challenges that are peculiar to the Southern African region by looking on aspects to do with high student to instructor ratio, resource constraints, lack of proper expertise, and limited digital infrastructure. Findings from the research study reveal that although AI can offer solutions such as Personalised learning, automation of administrative processes, enhanced learner engagement, and automated assessments, its implementation in most ODeL institutions is hindered by lack of proper infrastructure, lack of expertise, and policy gaps. The review highlighted the need for regional collaboration among Higher Education ODeL institutions, investment in ICT infrastructure, and comprehensive policy development for successful implementation of AI. Findings obtained can assist major stakeholders that include Higher education leaders, policymakers, researchers and students on the potential of AI to transform Open and Distance electronic Learning in Southern Africa.
Exploring Basic Programming Education in Primary Schools as a Foundation for Introducing Artificial Intelligence, Augmented Reality and Virtual Reality Technologies Beauty Mugoniwa; Mampilo Phahlane; Charles Mbohwa
Journal of Applied Informatics and Computing Vol. 10 No. 3 (2026): June 2026
Publisher : Politeknik Negeri Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30871/jaic.v10i3.12712

Abstract

As emerging technologies such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR) become increasingly integrated into educational context, primary school children need to be equipped with basic programming principles so that they can then be engaged in more advanced applications. The study guided by Pedagogical Content Knowledge (PCK) and a conceptual framework, conducted an SLR to investigate the basic programming courses designed for primary school children. The aim of the study is to evaluate how these basic principles support cognitive development and technological readiness in relation to AI/AR/VR education and its applications. Article search was conducted in Scopus, ERIC, IEEE Xplore, ACM digital library for peer reviewed articles and Google Scholar for more supporting literature published between 2018 to 2025. The combination of SPAR-4-SLR and PRISMA methods was employed to ensure rigor in article selection, screening and compilation of findings. In addition, thematic synthesis was used to analyse the findings. The study analysed the gap between programming and demands of 4IR technologies and applications. We uncovered that although there is limited literature on programming in primary schools in South Africa (S.A), the few studies that we came across are coming up with many ways of introducing programming to students, plugged and unplugged. These are being administered as game-based, teacher instruction-based, collaboration and /or individual teaching methods. And this is gradually adding to the computational thinking and basic programming skills need by students to be able to tackle the development of AI/AR/VR tools and applications.
Co-Authors Beauty Mugoniwa Charles Mbohwa Tirivashe Mafuhure