A strong sense of urgency dictated proceedings at the University of Fort Hare (UFH) AI for Multilingual Education Forum. The gathering was recently hosted by the UFH Department of Business Innovation and Entrepreneurship in collaboration with the South African Digital Language Resource Center (SADiLAR).
This forum was more than just a forum for discussion, it was an important call to action: adapt to an AI-driven future or risk leaving millions of students behind.
From the outset, convener and program director Dr. Vusumuzi Funda, UFH Senior Lecturer in Information Systems, positioned the gathering as part of a broader and ongoing intervention to reshape higher education. He emphasized that multilingualism is not a fringe issue, but is central to equitable access.
“We need to ensure that all students, regardless of their linguistic background, have meaningful access to education,” he said, setting the tone for a session that focused on both the promise and pressure of integrating AI into multilingual learning environments.
Dr. Funda stressed that although multilingualism has long been recognized in policy frameworks, its implementation remains uneven. He said the forum was designed to go beyond theory and explore how emerging technologies can support cross-linguistic teaching, learning and research in practice. Importantly, he positioned this event as part of a series of efforts, suggesting that sustained dialogue and action are needed.
Welcoming the delegates, Professor Richard Chambale, Dean of the Faculty of Management and Commerce, highlighted important contradictions in higher education. That is, even though society is inherently multilingual, classrooms often remain monolingual.
“We live in multiple languages,” Chambale said. “But education is lagging behind. We often default to one language inside the classroom, but multiple languages are prevalent outside.”
This disconnect is both a challenge and an opportunity, he argued, and if deployed thoughtfully, AI can help bridge it. However, he cautioned that institutions must tread carefully to ensure that advances in technology match the linguistic realities of students.
A message of support from SADiLAR representative Ms. Lebogang Boemo emphasized the importance of collaboration in promoting multilingual AI solutions in South Africa.
The forum attracted a wide range of opinions, including international and local academics, and industry stakeholders. Keynote speaker Gqira Kabane gave a powerful talk on the role of responsible AI in promoting multilingualism. At the same time, panelists such as Alia Amir and Vusi Maseko critically addressed both the opportunities and risks of AI adoption.
Central to the discussion was the role of indigenous languages. Dr. Funda emphasized that without intentional efforts, AI systems risk reinforcing existing inequalities by privileging globally dominant languages. Instead, it called for the development and adoption of tools that reflect local linguistic contexts.
The practical elements of the program, including live demonstrations and showcases, reinforced the idea that solutions were already emerging. Attendees experienced AI-driven tools that support translation, multilingual content delivery, and a more inclusive learning experience.
A recurring theme persisted throughout the gathering: time is of the essence.
As AI is rapidly integrated into global education systems, institutions that fail to prioritize inclusivity risk deepening existing divides. At the UFH Forum, it became clear that the question is no longer whether AI will shape education, but how and for whom.
As Dr. Funda emphasized, this work does not end with dialogue. “This is one of many conversations we must continue,” he said, emphasizing that inclusion cannot be left on the back burner in the race to digital transformation.
