TOWARDS THE COHORT OF DISCIPLINED LEARNERS: HOW GLOBAL DIGITAL TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE CAN ACCELERATE SAFE SCHOOLS IN SOUTH AFRICA
Abstract
This study investigates the role of global digital technologies and artificial intelligence (AI) in accelerating safety and discipline in South African schools. The research focuses on how AI and digital tools can contribute to creating inclusive, safe, and secure learning environments in line with the principles of the global digital Compact and the Pact for the Future. Leveraging and drawing on Self-Determination Theory (SDT), this research explores how the effective management of teaching and learning, facilitated by digital technologies, can foster a cohort of disciplined learners. A systematic review methodology was employed to synthesise existing literature bias to global south on digital technology and AI’s role in school safety and discipline. Findings suggest that AI tools and digital platforms contribute to creating safer and more disciplined environments by offering personalized learning experiences, real-time feedback, and predictive analytics for behavioural management. The study highlights how integrating these technologies, alongside a focus on the innate psychological needs of learners, can drive positive outcomes in student behavior and academic performance. The findings also highlight the potential of digital education and AI in promoting safety and discipline, and academic excellence.
References
Ajayi, L., & Abdullahi, M. (2023). AI in African education: Challenges and opportunities for the Global South. African Journal of Education Technology, 9(1), 48-63. https://doi.org/10.1016/ajet.2023.01.003
Anderson, C. A. (2016). The impact of digital gaming on student engagement and behavior in school. Journal of Educational Technology & Society, 19(3), 123-134. https://doi.org/10.1111/jets.12345
Baker, R. S. (2016). Predicting and diagnosing student learning and behavior with educational data mining and learning analytics. In M. S. Khine & A. M. Areepattamannil (Eds.), Emerging perspectives on learning, teaching, and technology (pp. 345-368). Springer. https://doi.org/10.1007/978-3-319-32789-2_17
Baker, R. S., Corbett, A. T., & Wagner, A. A. (2009). Predicting student behavior: Data mining methods for student behavior prediction. International Journal of Artificial Intelligence in Education, 19(1), 1-17.
Bates, T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.
Department of Basic Education. (2021). National policy on the use of ICT in education. Government Printer.
Department of Basic Education. (2022). Education and technology for inclusive learning: A strategy for 21st century skills. Government Printer.
Dlamini, Z. (2022). Implementing AI in KwaZulu-Natal secondary schools: A case study. South African Journal of Education, 43(3), 197-212.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Grolnick, W. S., & Ryan, R. M. (1989). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 57(5), 899-910. https://doi.org/10.1037/0022-3514.57.5.899
Jansen, J. (2023). AI tools for school safety: A case study from Durban, KwaZulu-Natal. Journal of Educational Technology and Policy, 19(2), 89-104.
Kouadio, L., N'Guessan, M., & Diallo, F. (2018). AI-based surveillance and safety measures in schools in Africa. Journal of Education Technology and Society, 21(4), 51-61.
Liu, T., Liang, J., & Liao, C. (2017). Technological tools for promoting school safety and discipline: A global review. Computers in Human Behavior, 73, 322-331. https://doi.org/10.1016/j.chb.2017.03.056
Louw, M. (2024). Predictive analytics and absenteeism: Using AI to support South African learners. Educational Review, 28(1), 125-142.
Luckin, R., Cukurova, M., & Hosseini, M. (2016). Intelligent tutoring systems and the promise of AI in education. AI and Education, 26(4), 1-14.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education. https://www.pearson.com/ai
Mafuleka, R., Ngoma, M., & Kambala, A. (2022). AI in SADC: Leveraging technology for student discipline and safety. SADC Journal of Educational Research, 35(2), 72-86.
Mann, S. (2015). Education technology and the digital divide: The challenges of equitable access in the Global South. Educational Review, 67(2), 150-163.
McMahon, W., & Martinez, R. (2020). AI-powered tools for behavior management in schools. Journal of Educational Leadership, 34(2), 38-45.
Mlambo, R., Dube, M., & Maphosa, L. (2023). Bridging the digital divide in the SADC region: The promise and challenges of AI in education. African Journal of Technology in Education, 11(4), 300-317.
Mncube, V. (2018). The role of school leadership in maintaining discipline and ensuring school safety in South Africa. South African Journal of Education, 38(2), 1-10. https://doi.org/10.15700/saje.v38
Mthethwa, S., & Ngcobo, M. (2024). Challenges to AI implementation in rural schools in KwaZulu-Natal. South African Journal of Education and Technology, 32(2), 107-121.
Nkosi, S., Mthembu, Z., & Nxumalo, T. (2023). AI applications for school discipline in South Africa: A review of emerging trends. South African Journal of Education, 43(1),
Parker, G., Wilson, M., & Jacobs, J. (2020). Bridging the digital divide in South Africa's education system. Education and Information Technologies, 25(3), 1335-1352.
Selwyn, N. (2019). Education and the digital divide: What will AI mean for student privacy? Journal of Education and Technology, 29(5), 60-67.
Silva, A. M., Santos, A. D., & Almeida, P. (2019). The use of AI in preventing bullying in schools. Educational Technology Research & Development, 67(3), 519-532.
Tero, L., Bima, R., & Duvenage, G. (2017). AI and surveillance technology for enhancing safety in African schools. Journal of Education Policy, 33(2), 114-130.
Tshand, P. (2021). Teacher training and digital literacy in South Africa: Challenges and opportunities. South African Journal of Education,
Views:
34
Downloads:
19
Copyright (c) 2025 Ngogi Emmanuel Mahaye
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.
