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D工g工tal

工nno￥at工ons

BriefN°.3

inEducation

Student￥o工ces

onAIandEducation

?2024InternationalBankforReconstructionandDevelopment/TheWorldBank

1818HStreetNW

WashingtonDC20433

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Pleasecitetheworkasfollows:Cobo,C.,Munoz-Najar,A.,Bertrand,M.(2024).100StudentVoicesonAIandEducation.InDigitalInnovationsinEducation.WorldBank.

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Acknowledgements

ThisbriefisaproductoftheEducationGlobalPracticeforLatinAmericaandtheCaribbeanattheWorldBankaspartoftheDigitalInnovationsinEducationseries.ThisbriefwaspreparedbyCris-tobalCobo(SeniorEducationSpecialist),AlbertoMunoz-Najar(Consultant),andBertrandMomo(EducationSpecialist),undertheguidanceofAlexTwinomugisha(SeniorEducationSpecialist),

JuanBaron(SeniorEconomist),andRobertHawkins(SeniorEducationEconomist).

ThisworkwasconductedwiththesupportoftheMasterCardFoundation.

2100StudentVoicesonAIandEducation

StudentVoices

onAIandEducation

100StudentVoicesonAIandEducation3

100StudentVoicesonAIandEducation

TableofContents

SectionA:Background..........................................................................5

ExecutiveSummary 5

1.Context 6

2.AIandthelabormarket8

3.YouthandAI9

SectionB:YouthvoicesonAI...............................................................10

4.StudydesignandMethodology 10

5.Findingsanddiscussion 12

SectionC:ReflectionsforEnhancingAIIntegrationinEducation 18

6.ReflectionsonAIfluency 18

7.Reflectionsforgovernmentsandpolicymakers 20

8.Reflectionsforhighereducationinstitutionsandfaculty 24

9.Finalreflections 28

References31

Annex32

100StudentVoicesonAIandEducation5

ExecutiveSummary

●SectionA:Background

Therapidadvancementofartifi-cialintelligence(AI)isdisruptingthelandscapeofhighereducation(HE),presentingbothopportunitiesandchallenges.Thispaperdiscuss-estheresultsoffocusgroupdis-cussionsconductedin10countries(Cameroon,Colombia,Ethiopia,Georgia,Indonesia,Mali,Mexico,Nigeria,Peru,andRwanda),exam-iningstudents’perspectives,expe-riences,andconcernsregardingAI’simpactoneducation.

Thisreportiscomposedofthreemainsections.ThefirstsectionprovidesageneralbackgroundontheimpactofAIinHE,thelabormarket,andYouthandAI.Throughathoroughreviewofemergingevi-dence,thissectionexploresthepiv-otalrolethathighereducationinsti-tutions(HEIs)shouldplayintrainingAItalent,equippingstudentsforanAI-drivenworkforce,andshapingresearchandpoliciesaroundAI’ssocietalimpacts.AIoffersavenuestoaugmentteaching,learning,ad-ministration,anddecision-makingthroughtoolslikeAI-assistedgrad-ing,adaptivelearningsystems,andautomateddataanalysis.Howev-er,integratingAIalsonecessitatesre-examiningacademicprograms,enhancingtechnologyinfrastruc-ture,tacklingethicalrisksaroundprivacyandbias,andcultivatinguniquelyhumanskillslikecriticalthinkingthatAIcannoteasilyrep-licate.AchievingAI-readinessre-quiresinstitutionalchangeslikeupskillingeducators,developinggovernanceframeworks,ensuringequitableaccesstoAIresources,andfosteringacultureofinnova-tiontoharnessAI’sfullpotentialre-sponsibly.

Sectiontwoofthereportdiscusseskeyfindingsonstudents’AIpercep-

tions,uses,andconcernsbasedonfocusgroupdiscussionsconduct-edin10countries.Theresearchrevealedthatwhilestudentsregu-larlyuseAItoolsforacademicpur-posessuchaswriting,coding,andcreativeprojects,barrierssuchashighinternetcostsandlowconnec-tivitystillpersistinsomeregions.Additionally,studentsrecognizedAI’spotentialtoenhancelearningthroughpersonalizedfeedbackandacceleratedskillacquisition.However,manylearnersvoicedconcernsabouthowoverdepen-denceonthetechnologymaystiflecriticalthinking.TheirawarenessofemergingAIcareerpathslikepromptengineeringvaried,butacommonthreadwasacknowledg-inginsufficientpreparednessfromcurrenthighereducationcurricula,signalingtheneedforspecializedAItraining.Acrossinstitutions,AIintegrationdisplayeddisciplinarydisparities,withScience,Technolo-gy,Engineering,andMathematics(STEM)fieldsbeingearlyadopters.Tobridgethisgap,studentsadvo-catedforcomprehensiveAIeduca-tionspanningalldisciplines,robustethicalframeworks,hands-onskilldevelopmentopportunities,andacademic-industrypartnershipstoequipgraduateswithAIfluencyforthefutureworkforce.

Thethirdsectionprovidesreflec-tionsandsuggestionsforenhanc-ingAIpreparednessandfluencyinHE.ToharnessAI’stransformativepotentialresponsibly,governmentsmustchampionsafe,responsi-ble,andhuman-centeredpoliciesalongsidepublicawarenessinitia-tives,researchfunding,andAIinte-grationintoeducationaccreditationframeworks.HEIsshouldproactive-lyrethinkteachingapproaches,

6100StudentVoicesonAIandEducation

curricularelevancetoevolvingjobmarkets,administrativegovernancemodels,andequitabletechnologyaccess–facilitatingfacultyAItrain-ing,personalizedAI-assistedlearn-ing,ethicalusageguidelines,anddigitalinfrastructure.Prioritizingethicsandinclusionareparamount,asHEIsandfacultyleverageAItoenhanceaccessibility,identifyout-comedisparities,andempowerdi-versestakeholders.

1.CONTEXT

Inrecentyears,thenexusbe-tweeneducationandartificialin-telligencehasevolvedrapidly.AIinnovations,especiallygenerativeAI,arealreadytransformingteach-ingandlearning.Asmachinesbe-come“smarter”andlabormarketsandeconomiesgettransformed,educationsystemsmustrethinktheiroperatingmodelstoensurethattheycanskill,upskill,andreskillindividualsforthejobsofthefu-ture.HEIsareattheforefrontofthischange,giventheir“feeder”roleforlabormarkets.

Whilethereisnosingledefini-tionfortheterm“ArtificialIntel-ligence”(AI),itgenerallyrep-resentsdata-intensivesystemsthatcanperformtasksthataretypicallyassociatedwithhu-manintelligence1.Whiledefi-

1WIPO(2024).WhatisArtificialIntelligence?

nitionsvary,threekeyattributestypicallycharacterizeAIsystems:(i)Theyaremachine-basedsys-tems;(ii)Theycaninferoutputs(predictions,content,ordecisions)basedonhumanobjectives;(iii)Theseoutputsareoftenindistin-guishablefromthoseofhumans2.

TherelationshipbetweenAIandhighereducationsystemsisnei-therlinearnorunidirectional.

Ontheonehand,AIsystemsaresignificantlyshapingteachingandlearningexperiencesinHE.Ontheotherhand,HEIscouldplayaroleintrainingAI-readyworkforce,equip-pinglearnersforanAIdominatedworld,andshapingresearchandthepolicydiscourseontheroleofAIinsociety(seeIllustration1).ThefieldofAIemergedonauniversitycampus,whenanAmericanuniver-sityprofessororganizedtheDart-mouthSummerResearchProjectonArtificialIntelligencein1956.Asthetechnologybecomesmorepervasive,universitiesandTVETinstitutionswillplayakeyroleinskillingandreskillingindividualsforAI-dominatedor-influencedlabormarkets.Additionally,HEresearch-erswillshapeboththetechnicaldimensions(development,testing,design,efficacy,andaccuracy)andpolicydiscoursearoundartificialin-telligencesystems.

2EUAIAct(2024).Article3:Definitions

Augmentinstruction.

Automatesimpleadmintasks.

Personalized&adaptivelearning.

Reshapedemandforskills.

Higher

Education

Systems

Artificial

Intelligence

Systems

SkillandreskillworkforceforAI.

ConductresearchonAI’suse/impact.InfluencepolicydiscourseonAI.

Illustration1:RelationshipbetweenAIandHEsystems

100StudentVoicesonAIandEducation7

ThepotentialofAIinHEisvast,offeringavenuestoaugmenttheexperiencesofinstructors,learn-ers,administrators,andpolicymakers.AI-assistedgradingandfeedbackmechanismscanalleviatetheburdenoninstructors,freeinguptimeformoremeaningfulinter-actionswithstudents.LearnersalsostandtobenefitfromAI-poweredadaptivelearningsystemsthattailoreducationalcontentanddeliverymethodstotheirindividualneeds,ensuringamoreeffectiveandeffi-cientlearningexperience.TheuseofAIineducationtranscendsindi-vidualinstitutions.Ministriesofed-ucationareincreasinglyleveragingthetooltosupportcurriculumde-velopmentandnation-widecon-tentgenerationatscale.

However,theadventofAIraisessignificantrisksandchallengesthatHEIsmustaddress.Theinte-grationofAIineducationnotonlynecessitatesare-examinationofac-ademicprogramsbutalsotheexist-ingcapacitybuildingmethodolo-gies.Inaddition,thereisaneedtoenhancethedataandtechnologyinfrastructureofHEIs.AsAIincreas-inglyautomatesroutinetasks,thereisagrowingemphasisondevelop-

ingskillsthatareuniquelyhuman,suchascriticalthinking,creativity,andemotionalintelligence.HEsys-temsmustadapttheirprogramstocultivatetheseskills,ensuringthatgraduatesarewell-equippedtonavigateanAI-drivenworkforce.3Achievingthiswillnecessitatere-visitingplanning,instruction,andassessmentstoimpartandevaluatethesenovelskillsforthe21stcentu-ry.Inanagewheremachinescanthink,educationsystemsshouldn’tjustteachindividualstohavetherightanswers,butalsotoasktherightquestions.Moreover,asthechartbelowindicates,interestinAIskillingisrising(seeIllustration2).Thisrepresentsauniqueopportuni-tyforHEIs,astheycanhelpupskillworkingprofessionalsthroughfor-malandinformaltrainingprogramsindomainssuchasmachinelearn-ing,deeplearning,andotherrelat-edareas.

3deBemMachado,A.,dosSantos,J.R.,

Sacavém,A.,&Sousa,M.J.(2024).Digital

Transformations:ArtificialIntelligenceinHigherEducation.InDigitalTransformationinHigher

EducationInstitutions(pp.1-23).Cham:SpringerNatureSwitzerland.

Globalsearchesfor“AICourse”onGoogle(2019-2024)

Week9/1/20191/19/20206/7/202010/25/20203/14/20218/1/202112/19/20215/8/20229/25/20222/12/20231/2/202311/19/2023

——SearchInterest

150

100

50

0

Illustration2:InterestinAIskilling

Note:Between2022and2023,searchesfor“AICourse”haveincreasedshowinginterestinAIskilling.This

representsanopportunityforHEtocontributetoworkforcedevelopment.Source:GoogleSearchTrends

8100StudentVoicesonAIandEducation

2.AIANDTHELABORMARKET

AccordingtotheIMF,4around40percentofglobalemploymentisestimatedtobeexposedtoAI,withanotabledividebetweenad-vanced,emergingmarkets,andde-velopingeconomies.Inadvancedeconomies,theshareofemploymentexposedtoAIisaround60percent,reflectingthepreponderanceofcog-nitive-intensiveoccupationsintheseeconomies.Incontrast,theshareofemploymentexposedtoAIislowerinemergingmarkets(around40per-cent)andsubstantiallylowerinlow-in-comecountries(around26percent),wheretheemploymentstructureistiltedmoretowardmanualandrou-tinetasks.TheexpectedchangesinthelabormarketduetoAIremainambiguous,whilesomeresearch-ersconsiderthatAIadoptionmightincludeshiftsinjobtypesandtasks,

4InternationalMonetaryFund.(2024).Gen-AI:ArtificialIntelligenceandtheFutureofWork

(IMFStaffDiscussionNoteNo.SDN/2024/001).Washington,D.C.:InternationalMonetaryFund.

potentialdisplacementofworkersinsomeoccupations,othersconsiderthatAIcouldalsoleadtomoreinclu-sionandstrongereconomicmobilitybyimprovingeducationqualityandaccess,expandingcreditavailability,andloweringskillbarriers.5Theim-pactofAIonworkerswillvaryde-pendingontheireducationlevelandage.Youngcollege-educatedworkersareconsideredthemostadaptablebutalsothemostvulner-able,astheymayneedtofrequent-lyswitchjobtypes.Historicalpat-ternssuggestthathigh-exposure,high-complementarityrolesmayof-ferwagepremiums,whileswitchingtolow-exposurerolescouldleadtodecreasedwages.TheabilitytoadjusttoAI-inducedchangeswillbecrucialfornavigatingthelabormarket.

5Filippucci,F.etal.(2024).ShouldAIstayor

shouldAIgo:ThepromisesandperilsofAIforproductivityandgrowth

100StudentVoicesonAIandEducation9

Table1:AIbenefitsandconcerns

Dimension

AIBenefits

AIRisks&Concerns

Teachingandresearch

.AI-poweredlabormarketinsightscanimprovecoursedesign.

.AIcanhelpdevelopinstructionalmaterials(lessonplans,presenta-tions,etc.)

.Automatedgradingandfeedbackrelieveburdenofinstructors

.AIsupportsteacherprofessionaldevelopment

.AIresearchtoolscansupportliter-aturereview,datacollection,andprocessing

.AI-generatedcurricularcontentmaybebiased,inaccurate,and/orlowquality

.Over-relianceonAImayinhibitteach-ers’orcurriculumexperts’agency

.ExcessiveuseofAImayde-humanizeteachingexperience

.AI-assessmenttoolsmayamplifybiasesintheirdata

.TeachersmayfearbeingreplacedbyAI

Learning

.AIcansupportself-directedlearn-ing(AIpersonaltutors,AIquizgen-erators,etc.)

.AIcanprovidepersonalizedand

instantaneous,actionablefeedbacklearningexperiences

.Over-dependenceonAImaylimitstu-dents’criticalthinking

.IndividualizedAIlearningsolutionsmayunderminesociallearning,self-regu-

lation,andthecommunityaspectsoflearning

Equityand

inclusion

.Automaticcaptioningbenefitslearnerswithdisabilities

.AIcansupportthecreationorad-aptationofcontentintolocalorlanguages

.AImayperpetuatehistoricalbias

.DigitaldividesmaybecomeAI-divides,andkeygroupslikewomenmaybeleftbehind

Governanceanddata

.Automateearlywarningsystems

.Speedupdataprocessingandanal-ysisfordecisionmaking

.AIraisesprivacyconcerns

.BadactorsmayuseAItocauseharm

.Lackofguidanceandsupportmayleaveteachersand/orstudentsinaweakposition

Skillsandlabor

marketlinkages

.AImaycreatenewjobopportunitiesforgraduatesofHEIs.

.AIsolutionscansupportemploy-abilityeffortswithinHEIs(AIinter-viewpractice,AICVreview,etc.)

.AImaydisruptlabormarketsfaster

thaninstitutionscanrespond,creatingathreatofobsolescence.

3.YOUTHANDAI

WhiletherehavebeenstudiesexploringstudentexperienceswithAIineducation,ourpaperoffersauniquegloballensbyfo-cusingon10emergingcountries.Previousresearchsuchasthe“Stu-dents’PerceptionsofArtificialIntel-ligenceinHigherEducation”6andthe“AIandtheFutureofLearning”reportbytheOECD,7havesharedhowstudentsindevelopednationsperceiveandinteractwithAItoolsinacademicsettings.Thisreport

6Timea&Veres(2023).Students’PerceptionsofArtificialIntelligenceinHigherEducation

7OECD(2023).AIandtheFutureofSkills,Volume2

addstoexistingresearch,andaimstoamplifythevoicesofstudentsfromdiversecultural,socioeconom-ic,andacademicfieldsandback-grounds,providinginsightsintothechallenges,opportunities,andethicalconsiderationssurroundingAI’sintegrationintoHEIsacrosstheGlobalSouth.Bycapturingtheper-spectivesofstudentsincountrieslikeCameroon,Colombia,Ethiopia,Georgia,Indonesia,Mali,Mexico,Nigeria,Peru,andRwanda,weofferacomprehensiveunderstandingofthenuancedexperiencesandcon-cernsthatshapetheadoptionofAIineducationalcontextsoutsideHighIncomeCountries(HICs).

10100StudentVoicesonAIandEducation

SectionB:YouthvoicesonAI

4.STUDYDESIGNANDMETHODOLOGY

TobetterunderstandtherolethatAIwillplayineducation,theWorldBankEdTechteamunder-tookaresearchinitiativeexplor-inghowHEstudentsareengag-ingwithAI.AsuniversityandTVETstudentswillentertheworkforceanddriveinnovationinthecomingyears,theycanofferuniqueper-spectivesabouttheimpactofAIineducation.BycloselyexaminingtheircurrentusesofAItools,thechallengesandopportunitiestheyidentify,andtheirethicalconsid-erationssurroundingAIadoption,thisresearchinitiativeaimedtoin-formpolicymakersandeducatorsincraftinganAIecosystemthatem-powersratherthanhindersthenextgeneration.

Theresearchspanned10coun-tries,diversesocioeconomiccon-texts,differentfieldsofstudy,andgenderbalance,ensuringarichdiversityofperspectiveswascaptured.Throughfocusgroupdiscussions,theWorldBank’sEd-TechTeamdelvedintothespecificAIapplicationsstudentsemployedforacademicpursuits,creativeen-deavors,andpersonaluse.Thefocusgroupdiscussionswerecon-ductedremotelyusingMicrosoftTeams,facilitatingconversationsinthreelanguages:English,French,andSpanish.Additionally,there-searchteamprobedtheperceivedaccessibilityandinclusivityofAIsolutions,concernsaroundprivacyanddatarights,andthepotentialdisplacementofhumanrolesbyincreasinglycapableAIsystems.Bygivingvoicetotheyouthatthevan-guardoftechnologicalchange,this

researchsoughttoidentifypoten-tialblindspots,biases,orinequitiesthatcouldarisefromuncheckedAIproliferation.

RESEARCHAPPROACH

Asthisresearchaimstoanswerexploratoryquestionsofstu-dents’perceptions,uses,andconcernsaboutAIinHEIs,aqual-itativemethodologyisbestsuit-edforthiscontext.Aqualitativeapproachallowstounderstandthe‘meanings’thatparticipantsattachtoactionsandhowtheseunder-standingsinfluencetheirbehavior.Aqualitativeapproachalsopro-videsin-depthunderstandingofthecontextinwhichtheresearchistak-ingplaceandhowstudents’prac-ticeslooklikeinthespecificcon-text.Morespecifically,theresearchteamhasdevelopedacasestudyforeachofthe10countrieswheredatahasbeencollected,ascasestudiesareappropriatetoaddress‘how’problemsandresearchques-tionsthatrequirein-depthanalysistounderstandcomplexsocialphe-nomena.8AfterobtainingapprovalfromtheWorldBank’scountryoffic-esinthementionedcountries,theresearchteamsupportedbylocalstaffidentifiedoneHEIpereachcountry,rangingfrompublictopri-vateuniversitiesandtechnicalvoca-tionaleducationandtraining(TVET)institutions.LetterswereemailedtotheselectedHEIsand100studentsagreedtotakepartinthisstudy.Allparticipantsthatagreedtopartici-pateinthestudysignedaconsentform.Thelistofinstitutionsispre-sentedintable2.

8Yin,R.K.(2014).Casestudyresearch:Design

andmethods(5thed.).ThousandOaks,CA:Sage.

100StudentVoicesonAIandEducation11

Table2:Listofparticipatingcountriesandinstitutions

#

Country

Region

Institution

Type

Mgmt

Students

1

Cameroon

CentralAfrica

CatholicUniversityInstituteofBuea

University

Private

10

2

Colombia

SouthAmerica

UniversidaddeLos

Andes

University

Private

7

3

Ethiopia

EastAfrica

AddisAbaba

University

University

Public

8

4

Georgia

EasternEurope

GeorgianTechnicalUniversity

University

Public

13

5

Indonesia

SouthEastAsia

Universitas

PendidikanIndonesia

University

Public

12

6

Mali

WestAfrica

UniversityOfScience

OfTechnicalAnd

TechnologyBamako

University

Public

10

7

Mexico

NorthAmerica

Universidad

TecnológicadeLeón

University

Public

15

8

Nigeria

WestAfrica

UniversityofLagos

University

Public

12

9

Peru

SouthAmerica

ServicioNacionalde

Adiestramientoen

TrabajoIndustrial

TVET

Public

13

10

Rwanda

EastAfrica

AfricanLeadershipUniversity

University

Private

11

METHODS

Theresearchteamdecidedtousefocusgroupdiscussionsasthemainmethodfordatacollection,asitisanadequatequalitativere-searchmethodtocapturepercep-tionsofstudents.Toguidethefo-cusgroupdiscussionsandcapturestudents’perceptions,theresearchteamdevelopedasemi-structuredquestionnaire.Thisquestionnaireaimstoexplorestudents’percep-tionsandexperienceswithAIineducation.Itbeginswithintroduc-toryquestionsabouttheiroverallthoughtsonAI’simpact.Themain

themescoveredincludecurrentaccessanduseofAItools,ethicalconcerns,howAIischangingthelearningprocess,potentialbenefitsandchallengesofAIineducation,anticipatedimpactsonuniversitylife,awarenessofAIcareerpaths,howeducationalinstitutionsarepreparingstudentsforAIdisrup-tions,andexpectationsforAI’sfu-tureinfluenceonlearningandthejobmarket.9

9Adescriptionofthedataanalysisprocess

andlimitationsofthisstudyareprovidedintheAnnex.

12100StudentVoicesonAIandEducation

5.FINDINGSAND

DISCUSSION:

HOWDOSTUDENTSACCESSANDUSEAI?

Acrossthecountriesrepresent-ed,studentsdemonstratedwide-spreadfamiliarityandutilizationofAItoolsfordiverseacadem-icpurposes.InCameroon,toolslikeGeminiwerepraisedfor“itsefficiencyinfullAIdataanalysis,offeringquickresponsetimes.”ColombianstudentshighlightedChatGPT’sutilityin“comparingtheresults[they]getbysolvingproblems[themselves]withthere-sultsofAItools.”NigerianstudentsfoundChatGPTandQuillbotac-cessible,withonenotingtheyare“theeasiestandfastestwaystogetsolutions.”RwandanstudentsevenmentionedusingAIdetectortoolslikeUndetectable.ai,underscoringawarenessbeyondconventionalapplications.However,accountingstudentsinCameroonexpressedreservationsaboutAI’sreliabilityintheirfield.

RegionaldifferencesemergedaroundperceptionsofAI’sim-pactineducation.Studentsinde-velopingnationstendedtoviewAIoptimisticallyas“anopportunity”and“potentialequalizer”forquali-

StudentsindevelopingnationstendedtoviewAIoptimisticallyas

“anopportunity”and

“potentialequalizer”forqualityeducationaccess.

tyeducationaccess.AsanEthiopi-anstudentremarked,“AIingener-al[is]anopportunitybecauseI’vebeenabletomakemyworkeasier.”Incontrast,EuropeanperspectiveslikethosefromGeorgiarevealedstrongerreservations,citingcon-cernsoverAIperpetuatingbiases,providinginaccurateinformationfromoutdatedtrainingdata,andpotentiallyhinderinghumanroles.Acommonthread,however,wasrecognizingAI’spowernecessitat-edethicalguidelinesasitsacadem-icpresencegrows.

Accessibilityissuesshapedex-periencesinsomenations.WhiletoolslikeChatGPTwerefreelyavail-able,othersrequiredpaidsubscrip-tions,excludingfinancially-con-strainedstudents,unlessuniversityfundsprovidedaccess.Unreliableinternetconnectivityalsoham-peredadoptioninpartsofCam-eroonandRwanda.AsaGeorgianstudenthighlightedsomeAItools“requiredpayment,potentiallyhinderingaccessforstudentswithfinancialconstraints.”Suchdispar-itiesunderscoretheimportanceofaddressingdigitaldivides.

Ethicalconcernscutacrossregions,promptingcallsforresponsibleAIutilization.ArtstudentsinIndonesiafeltthreatenedbyAIgeneratingfullcreativeworks,withonestating:“IcondemnpeoplewhouseAI100%andthenclaimitastheirjob.”Mexi-canstudentswarnedaboutAIfoster-ingdependency,providingmisinfor-mation,anddisplacinghumanwork-ers.However,manyalsorecognizedAI’spotentialforstreamliningworkandempoweringpeople,leadingaRwandanstudenttodescribeitasa“double-edgedsword”whoseim-pact“dependsonhowresponsiblywechoosetoutilizeit.”Thisnuancedperspectivecaptures