Bridging the AI divide in high school STEM education in developing countries to advance equity and innovation

Bibliographic Data

ID22436836
AuthorsKayode William Olaifa (Yessenov University, corresponding author), Mohamed Elshikh (Nazarbayev Intellectual Schools), Aigul Balgaliyeva (Yessenov University), Elvira Sagindykova (Yessenov University), Emmanuel Inegbedion (Yessenov University), Gulzhan Nussipzhanova (Nazarbayev Intellectual Schools)
Year2026
Volume5
Issue1
Publication date2026-04-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscover Education (JOURNAL)
Journal identifiersISSN: 2731-5525 • E-ISSN: 2731-5525
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s44217-026-01437-6
OpenAlexW7152656306
LanguageEN
References cited45

Artificial intelligence (AI) has the potential to reshape science, technology, engineering, and mathematics (STEM) education globally, but its adoption in high school curricula remains uneven, particularly in developing countries across Africa and Asia where resource constraints persist. This perspective paper examines how AI can address persistent educational challenges such as the lack of laboratory infrastructure, shortage of trained STEM teachers, language barriers, and unequal access to quality instructional content. The manuscript advocates for the timely and equitable integration of AI in high school STEM education, with a special focus on biology as a foundational science subject. Drawing from recent global initiatives and case examples, the paper highlights scalable applications of AI, including virtual labs, adaptive learning platforms, multilingual tools, and AI-powered content generation. These tools offer practical solutions for enhancing student engagement and learning outcomes in under-resourced schools. In addition, the paper outlines implementation strategies rooted in inclusive policy design, public-private partnerships, teacher capacity building, localization of content, and ethical safeguards. Particular emphasis is placed on aligning AI-driven education reforms with Sustainable Development Goal 4, which calls for inclusive and equitable quality education for all. While AI is not a panacea, it can serve as a force multiplier when deployed thoughtfully within existing educational ecosystems. The paper concludes by urging governments, educators, and development partners to act decisively in bridging the emerging AI divide in education. Ensuring that students in developing countries are not left behind in the AI era is not only a practical necessity but a moral imperative.

Developing country · Digital divide · Equity crowdfunding · Genetics, Bioinformatics, and Biomedical Research · ICT in Developing Communities · Teaching and Learning Programming

Tools

Open DOIOpen Access