Perceptions On Utilisation of Artificial Intelligence Among Secondary School Agriculture Teachers in Eswatini

The integration of artificial intelligence (AI) in education, particularly in applied science subjects like agriculture has emerged as a transformative force bringing customised learning, simulations and real-time feedback. Despite its potential, the adoption of AI tools in the teaching of agriculture at secondary school level in Eswatini remains limited due to factors such as, lack of awareness, inadequate resources and inefficient teacher training on the use of AI. This research examined agriculture teachers’ perceptions on the utilisation of AI for teaching agriculture at secondary school in Eswatini. A survey design was used with a sample of 94 agriculture teachers from the Manzini Region of Eswatini. Data were collected with a structured questionnaire and were analysed using descriptive statistics. Findings revealed a low level of teacher knowledge regarding AI tools in the teaching of agriculture. Most teachers lack familiarity with AI application, including Nomfundo AI which was launched by the government of the Kingdom of Eswatini through the Ministry of Education and Training. The perceptions of AI’s potential benefit, however, was generally positive, with teachers recognising the value of AI in enhancing student engagement and offering personalised learning experiences. The research revealed that there is need for targeted professional development programmes to improve agriculture teachers’ understanding and application of AI in teaching of the subject. This study contributes to the broader discourse on AI’s role in agricultural education, especially in a resource limited country like Eswatini, and it further provides insights for policy and practice to optimize the use of AI in agricultural education.

Nomfundo AI, AI tools, AI technologies, agricultural education, agriculture teacher, professional development

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