Quality Assurance in Open and Distance Learning amid AI hype: A case study of three Universities in Zambia

Abstract

The integration of Artificial Intelligence (AI) into education has triggered significant changes, especially within Open and Distance Learning (ODL) systems, creating both opportunities and challenges for maintaining quality. In Zambia, where ODL is crucial for expanding access to higher education, AI's impact raises essential questions about upholding educational standards. This study investigates how AI is being integrated into quality assurance processes at three Zambian universities—University A, University B, and University C. These institutions, representing both public and private sectors, have adopted AI-powered solutions for curriculum delivery, assessment, and student support. Using a qualitative case study approach, the research examined the strategies these universities employ to balance technological progress with preserving the quality and equity of educational experiences. Data gathered from interviews, focus groups, and document analysis offered insights into the successes and challenges of AI in improving ODL, while also highlighting institutional issues such as digital infrastructure, faculty readiness, and ethical considerations. The findings add to the broader discussion on AI’s role in education and provide valuable insights for policymakers, educators, and stakeholders to enhance the quality assurance processes of ODL programs in Zambia and beyond.