THE IMPACT OF ARTIFICIAL INTELLIGENCE IN EDUCATION: A QUALITATIVE CASE STUDY OF SHALOM SCHOOL IN CHILANGA DISTRICT, ZAMBIA

Abstract

This qualitative case study examines the impact of Artificial Intelligence (AI) on education at Shalom School in Chilanga District, Zambia. The primary objectives were to evaluate how AI technologies support teaching and learning, identify the pedagogical and administrative benefits of AI integration, and examine the structural and operational challenges affecting its implementation within a developing context. Adopting an exploratory qualitative methodology, data were collected from 15 teachers and 60 learners through semi-structured interviews, focus group discussions, classroom observations, and descriptive questionnaires. The qualitative findings reveal that AI and supporting digital technologies exert a positive influence on classroom instruction. AI-driven mechanisms facilitate personalized learning by allowing students to progress at their own pace, receive immediate feedback, and access differentiated learning content. For educators, AI tools streamline lesson planning, material development, assessment, and research, thereby mitigating administrative workload. However, systemic barriers severely hinder full adoption. Key challenges include acute shortages of digital hardware, erratic internet connectivity, infrastructural deficits, lack of financial resources, and insufficient professional development in digital pedagogy. The study concludes that while AI holds transformative potential for educational delivery in sub-Saharan Africa, realizing these benefits requires concerted policy interventions, infrastructure investments, continuous teacher training, and contextual ethical guidelines.