Introduction

Teaching at university is not a job for everyone. However, ensuring quality education requires skills and experience from teachers so they can effectively share knowledge with students. Now, the Malagasy university system is gradually integrating Artificial Intelligence (AI) to facilitate research work. Yet, how can this university system address the digital divide while using AI? This article aims to explain the usefulness of AI in universities, highlight inequalities between teachers and students, and propose ways to make AI work better without diminishing cognitive engagement for users.

Artificial Intelligence: An Opportunity for Scientific Research

Today, conducting research has become very easy for Malagasy teachers thanks to AI. They simply give their course titles to students, who can then access all relevant documents, study anywhere, and attend online classes wherever they want. Learning is no longer a real headache as long as one has a good internet connection at home. Indeed, both students and teachers benefit greatly from integrating AI in universities. However, this integration also creates significant digital inequalities.

Artificial Intelligence: A Major Driver of the Digital Divide

AI plays a major role in academic research. However, it is access to the internet that causes digital inequalities in Malagasy education. Most students do not own computers or even smartphones to carry out research work. Even when they have the necessary devices, they often lack the skills to use them effectively. They face connectivity problems. Many teachers also believe AI is unreliable for research and prefer to rely on their own mental faculties to produce well-harmonized work. Additionally, it is difficult for these teachers to assess student research activities when students copy and paste others’ work, resulting in plagiarism in theses and dissertations. Given these perspectives, achieving digital equality in universities remains a tough challenge.

Recommendations

It is highly recommended to adapt the university system to AI by providing training for both teachers and students. Educators can set clear boundaries for students regarding what is acceptable with AI use. Adopting specific legislation on AI is essential to prevent all forms of plagiarism and to encourage intellectual honesty among both teachers and learners. To achieve this, collaboration among all stakeholders is necessary.

Conclusion

The use of AI in Malagasy higher education requires technical and financial partners to strengthen the capacities of teachers and students. Finally, it must always be emphasized that AI can never replace human intelligence.

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