Digital Transformation, Artificial Intelligence, and Learner-Centred Education: Implications for Primary School Performance in Zambia

Chani Nyambe S, Dr. J. Arockia Venice

Learner-Centred Education; Artificial Intelligence; Digital Transformation; Primary Education; Zambia; Personalised Learning; Cognitive IoT.

The convergence of artificial intelligence (AI), digital transformation, and learner-centred pedagogy has redefined educational practice globally. In Zambia, despite national policy mandating learner-centred instruction, rural primary schools continue to face significant implementation gaps. This article synthesises findings from a descriptive survey conducted in three primary schools in Sioma District, Western Province, with global scholarship on AI-powered personalised learning, blockchain-enabled credentialing, and adaptive curriculum design. Findings confirm that learner-centred methods enhance critical thinking, motivation, and academic mastery among primary pupils, while resource deficits, time constraints, and limited teacher professional development remain primary barriers. The study argues that strategically deploying AI and digital technologies in contextually appropriate ways can substantially advance learner-centred reform in developing nations. Policy and practice recommendations are offered.

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