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The Power of Collaboration in Digital Pedagogy and AI – Experiences from Rwanda

— simo.vainionpaa@tuni.fi
A hand holding the globe.

We travelled to Kigali to organize a Digital Pedagogy Training workshop at Rwanda Polytechnic as part of the HEP-TED project. The participants included members of the institution’s Digital Champions network as well as other teachers interested in digitalization, who act as pedagogical developers in their own organizations. Together, we reflected on how artificial intelligence is transforming teaching and learning – and what kinds of skills teachers and students will need in the future.

One of the key questions raised in the discussions was whether society is at risk of dividing into two groups when it comes to AI and IT skills – those who can seize the opportunities, and those who are left behind. This sparked lively debate about the future of lifelong learning and educational equality.

Participants’ insights into the role of AI in learning included the following:

  1. AI increases learning capacity.

AI can support personalized learning by providing feedback, additional materials, and alternative perspectives on difficult topics. It enables tailored learning experiences – but only if the user knows how to make use of it.

  1. Training is needed.

Many currently use AI tools only superficially. A deeper understanding of how they work, how to evaluate information, and how to think critically is essential to ensure AI is used both effectively and responsibly.

  1. Ethics at the center.

Can AI be used in exams? How can plagiarism be identified? Where is the line between learning support and misconduct? Clear principles, open dialogue, and pedagogical guidance are required to answer these questions.

  1. AI should support, not shortcut learning.

AI must not replace thinking or the effort of learning. Its role is to serve as a tool that strengthens deep understanding – not as a quick fix to bypass the process of comprehension.

  1. Infrastructure is key.

The use of digital technologies requires devices, connectivity, and technical support. Without adequate infrastructure, not all students and teachers can participate equally in digital learning.

  1. Quality assurance is essential.

As the use of AI in education expands, mechanisms are needed to evaluate its quality and impact. It is crucial to monitor whether AI truly enhances learning outcomes and equality – or whether it creates new divides.

What did we learn?

During the training, it became clear to us that integrating AI and digital tools into education is not merely a technical matter but above all a pedagogical and ethical challenge. Educational equality requires both strengthened competences and solid infrastructure. At the same time, we saw the tremendous enthusiasm and commitment of Rwandan teachers and developers to embrace new learning, approaching the future with a solution-oriented mindset.

This experience reinforced our belief that developing digital pedagogy works best as a collaborative process, where ideas are shared, ethical questions are openly discussed, and new practices are explored together.

 

Writers:

Sami Suhonen, Principal Lecturer, Applied Research Center, sami.suhonen@tuni.fi

Jussi Savolainen, Principal Lecturer, Applied Research Center, jussi.m.savolainen@tuni.fi

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