By: Alia Shaddad

On September 28 & 29, 2024, the inaugural "Political Economy of the Global South Conference," titled “Global Governance in Crisis: Breakdown or Breakthrough?” took place at the American University in Cairo’s Tahrir Campus, organized under the "Pathways Beyond Neoliberalism: Voices from MENA" program and hosted by the School of Global Affairs and Public Policy at the American University in Cairo (AUC). The conference focused on pressing issues surrounding global governance structures and present crises. 

During the conference, Dr. Nagla Rizk, Director of the Access to Knowledge for Development Center  (A2K4D) & the MENA Observatory on Responsible AI, hosted a vital session titled “Teaching and Learning in Global South Universities.” Led by a distinguished group of scholars, including Dr. Nagla Rizk and Dr. Paula Jaramillo, this participatory session sought to address the unique challenges and opportunities faced by educational institutions in the Global South. As noted in the session, it aimed to “discuss issues related to teaching and learning in the emerging political economies network.” The session hence focused on rethinking knowledge production in Global South universities in a more equitable manner, especially given new technologies. By fostering collaboration among participants, the session aimed to enhance pedagogical practices and explore innovative teaching methodologies. 

Key Challenges

The discussion revolved around key questions that prompted educators to reflect on their teaching priorities and methodologies. Participants were encouraged to think critically about their target audiences and the importance of integrating technology into their curricula. A significant theme emerged around the use of digital tools and platforms, with many educators sharing their experiences in utilizing interactive methods, such as Kahoot, to engage students effectively. The inclusion of AI tools like ChatGPT was also highlighted as a means to support both teaching and learning, while emphasizing the necessity of critical evaluation of AI-generated content. Dr. Paula emphasized: “we need to teach [the students] how to realize that technology is not perfect-that’s the most important part. They have to think about the answer and prove the answer they got. The process of realization that it isn’t perfect is how they can check if it’s good or not critically. They didn't know that AI makes mistakes. That’s why as a teacher you have to show them that it makes mistakes, then teach them how to use it to their advantage. You need to start taking the machine where you want to take it-we teach them the process of critical thinking.” This critical perspective is essential not only for fostering a deeper understanding of the content but also for preparing students for the complexities of the modern job market. Challenges, on the other hand, such as engagement issues and language barriers, particularly among low-income students, were discussed. 

Strategies for Improvement

Discussions also emphasized the need for collaboration across institutions. "Connect students through interdisciplinary webinars and shared projects," suggested one panelist, pointing to the potential for experiential learning through cross-university partnerships. Another participant asserted, “We have so many common challenges, and the way we can share them is very important through technology.” As the conference progressed, a clear commitment emerged: "Best practices and sharing experiences as a way forward" will be crucial in enhancing teaching and learning across the region.

The session concluded with a commitment to developing collaborative initiatives aimed at improving educational practices across the Global South. Participants expressed a desire to focus on innovative teaching methodologies, faculty and student exchanges, and ongoing dialogue to share best practices. As Professor Nagla Rizk aptly stated, “The more engagement students have, the better they are; engagement is the key word.” This collective commitment underscores the importance of harnessing technology to create enriching and inclusive educational environments that cater to the diverse needs of students in the region. In summary, the key strategies for improvement included:

• Facilitating Connections: Using technology to enhance communication among students and create opportunities for collaboration across institutions.

• Employing Mixed-Methods Approaches: Combining online and face-to-face interactions to maximize engagement and enrich learning experiences.

• Encouraging Critical Thinking: Teaching students to critically assess AI-generated content and develop robust questioning techniques.

Conclusion

In conclusion, technology is not an end in itself but a vital tool for enhancing engagement and fostering meaningful learning experiences in our classrooms. By leveraging collaborative efforts and innovative strategies, we can improve educational practices and outcomes for students across the region. The session ended by underscoring the importance of ongoing dialogue and sharing best practices among educators in the Global South, reinforcing the belief that “the more engagement students have, the better they perform.” 

The insights gained from this session will undoubtedly inform the future direction of teaching and learning initiatives within the MENA Observatory on Responsible AI, as the focus remains on advancing education that is responsive to the realities of the MENA region, and the Global South.