Artificial Intelligence for Equity: Addressing Online Learning Challenges of Rural University Students in South Africa

Ntandokamenzi Penelope Dlamini*, University of South Africa

https://doi.org/10.9743/JEO.2026.23.3.4

Abstract

Education is central to both personal growth and societal transformation, yet many students in rural areas still face unequal access to educational opportunities. The sudden move to online learning during the COVID-19 pandemic revealed deep inequalities, as many rural students struggled with limited access to devices, unreliable electricity, poor internet connectivity, costly data, and a lack of suitable study spaces. This paper explores the challenges experienced by students from rural South African universities in accessing online learning during and after the COVID-19 pandemic, while considering how artificial intelligence (AI) can help close this gap. Guided by Critical Emancipatory Research (CER) and inclusive education, the study shows how structural inequalities and practical barriers combine to restrict participation in digital learning. I argue that universities must adopt inclusive strategies, supported by AI tools such as adaptive learning systems, mobile-friendly platforms, and personalized support, to ensure that no student is excluded due to geography or socioeconomic background. This paper also reviews interventions such as device and data provision and highlights additional approaches such as peer mentoring and community learning hubs. By reflecting on rural students’ experiences, the study offers insights for policies and initiatives that promote equity and empower students to succeed. As a conceptual paper, this study develops a critical framework that integrates CER, inclusive education, and the potential of AI to reimagine equitable access to higher education in rural South Africa.

Keywords: digital divide, online learning, rural education, artificial intelligence, critical emancipatory research, inclusive education

*dlaminp@unisa.ac.za