The adoption of generative AI and large language models (LLMs) in education is still emerging. In this study, we explore the development and evaluation of AI teaching assistants that provide curriculum-based guidance using a retrieval-augmented generation (RAG) pipeline applied to selected open-source small language models (SLMs). We benchmarked eight SLMs, including LLaMA 3.1, IBM Granite 3.3, and Gemma 3 (7-17B parameters), against GPT-4o. Our findings show that with proper prompting and targeted retrieval, SLMs can match LLMs in delivering accurate, pedagogically aligned responses. Importantly, SLMs offer significant sustainability benefits due to their lower computational and energy requirements, enabling real-time use on consumer-grade hardware without depending on cloud infrastructure. This makes them not only cost-effective and privacy-preserving but also environmentally responsible, positioning them as viable AI teaching assistants for educational institutions aiming to scale personalized learning in a sustainable and energy-efficient manner.

Across the African continent, students grapple with various educational challenges, including limited access to essential resources such as computers, internet connectivity, reliable electricity, and a shortage of qualified teachers. Despite these challenges, recent advances in AI such as BERT, and GPT-4 have demonstrated their potential for advancing education. Yet, these AI tools tend to be deployed and evaluated predominantly within the context of Western educational settings, with limited attention directed towards the unique needs and challenges faced by students in Africa. In this book chapter, we describe our works developing and deploying AI in Education tools in Africa: (1) SuaCode, an AI-powered app that enables Africans to learn to code using their smartphones, (2) AutoGrad, an automated grading, and feedback tool for graphical and interactive coding assignments, (3) a tool for code plagiarism detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI teaching assistant for coding courses, (5) Kwame for Science, a web-based AI teaching assistant that provides instant answers to students' science questions and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz competition. We discuss challenges and potential opportunities to use AI to advance science and computing education across Africa.

Africa has a high student-to-teacher ratio which limits students' access to teachers for learning support such as educational question answering. In this work, we extended Kwame, our previous AI teaching assistant for coding education, adapted it for science education, and deployed it as a web app. Kwame for Science provides passages from well-curated knowledge sources and related past national exam questions as answers to questions from students based on the Integrated Science subject of the West African Senior Secondary Certificate Examination (WASSCE). Furthermore, students can view past national exam questions along with their answers and filter by year, question type (objectives, theory, and practicals), and topics that were automatically categorized by a topic detection model which we developed (91% unweighted average recall). We deployed Kwame for Science in the real world over 8 months and had 750 users across 32 countries (15 in Africa) and 1.5K questions asked. Our evaluation showed an 87.2% top 3 accuracy (n=109 questions) implying that Kwame for Science has a high chance of giving at least one useful answer among the 3 displayed. We categorized the reasons the model incorrectly answered questions to provide insights for future improvements. We also share challenges and lessons with the development, deployment, and human-computer interaction component of such a tool to enable other researchers to deploy similar tools. With a first-of-its-kind tool within the African context, Kwame for Science has the potential to enable the delivery of scalable, cost-effective, and quality remote education to millions of people across Africa.

Students newly accepted by colleges and universities this spring are being deluged by emails and texts in the hope that they will put down their deposits and enroll. If they have questions about deadlines, financial aid, and even where to eat on campus, they can get instant answers. The messages are friendly and informative. Artificial intelligence, or AI, is being used to shoot off these seemingly personal appeals and deliver pre-written information through chatbots and text personas meant to mimic human banter. It can help a university or college by boosting early deposit rates while cutting down on expensive and time-consuming calls to stretched admissions staffs.

Students newly accepted by colleges and universities this spring are being deluged by emails and texts in the hope that they will put down their deposits and enroll. If they have questions about deadlines, financial aid and even where to eat on campus, they can get instant answers. The messages are friendly and informative. Artificial intelligence, or AI, is being used to shoot off these seemingly personal appeals and deliver pre-written information through chatbots and text personas meant to mimic human banter. It can help a university or college by boosting early deposit rates while cutting down on expensive and time-consuming calls to stretched admissions staffs.

The increase in online education has allowed a new type of teacher to emerge -- an artificial one. But just how accepting students are of an artificial instructor remains to be seen. That's why researchers at the University of Central Florida's Nicholson School of Communication and Media are working to examine student perceptions of artificial intelligence-based teachers. Some of their findings, published recently in the International Journal of Human-Computer Interaction, indicate that for students to accept an AI teaching assistant, it needs to be effective and easy to talk to. The hope is that by understanding how students relate to AI-teachers, engineers and computer scientists can design them to easily integrate into the education experience, says Jihyun Kim, an associate professor in the school and lead author of the study.

The time has come for Artificial Intelligence (AI)-driven teaching assistants to help ease a human teacher's workload in the age of online learning, however, such virtual machines have to be effective and communicate well to be accepted by the society in a broad way, argue researchers. The increase in online education has allowed a new type of teacher to emerge -- an artificial one. But just how accepting students are of an artificial instructor remains to be seen, said researchers at the University of Central Florida's Nicholson School of Communication and Media who are working to examine student perceptions of AI-based teachers. Some of their findings, published in the'International Journal of Human-Computer Interaction', indicated that for students to accept an AI teaching assistant, it needs to be effective and easy to talk to. "The hope is that by understanding how students relate to AI-teachers, engineers and computer scientists can design them to easily integrate into the education experience," said Jihyun Kim, an associate professor in the school and lead author of the study.

Goel got the idea to recruit an AI teaching assistant because of the sheer workload he and his graduate students faced every semester. Knowledge Based Artificial Intelligence is a core requirement of Georgia Tech's online master's of computer science program, and as a result, 300 students take it each semester--and rack up around 10,000 messages in the class's online forums. To develop the AI, Goel and his students gathered up every message that had ever been posted in the forums since the class first started, amassing about 40,000 messages in all. Then, they fed the postings to their robo-TA to help her learn the kinds of questions that might be asked and the kind of answers that would be helpful. At first, Jill Watson wasn't able to answer enough questions to be a viable force for good on the message boards.

In his regular courses at Georgia Tech, the computer science professor had at most a few dozen students. But his online class had 400 students -- students based all over the world; students who viewed his class videos at different times; students with questions. Maybe 10,000 questions over the course of a semester, Goel says. It was more than he and his small staff of teaching assistants could handle. "We were going nuts trying to answer all these questions," he says.

Meet Jill Watson, a first-time teaching assistant at Georgia Tech assigned to moderate an online forum for a computer science class. Jill was 1 of 9 TAs assigned to help answer questions about coursework and projects from the 300 students enrolled in the advanced course. During the first few weeks in January, Jill really struggled. This was Knowledge-Based Artificial Intelligence, after all, a course with the goal to "build AI agents capable of human-level intelligence and gain insights into human cognition." It was also a requirement for graduate students to earn their master's degree.