Abstract: This study explores how Artificial Intelligence (AI) can be harnessed to enhance the optimal inclusion of the visually impaired learners in Early Childhood Education (ECE) environments within Chimanimani District. Furthermore, it delves into how context-appropriate AI tools and strategies can be capitalized to bridge accessibility gaps and promote equitable learning outcomes. Despite national commitments to inclusive education, practical implementation remains fragmented and insufficient. The Social Model of Disability underpins the theoretical framework for this study. This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with visual impairements. Data were collected through field observations and document analysis of institutional records from 15 ECE centers, 30 ECE educators were interviewed, and 30 parents / guardians were involved in focus group discussions. The study finds out that a number of ECE centers in Chimanimani lack accessible learning materials such as braille texts and audio resources, which are adaptive to the needs of the visually impaired learners. Additionally, overcrowded classrooms and ECE teachers with limited or no expertise, significantly hinder the implementation of inclusive education practices. The study recommends that ECE educators need continuous professional development on inclusive pedagogies and embrace AI-based assistive technologies adhering to the needs of the visually impaired learners. Educators should integrate AI tools such as screen readers and voice interfaces into daily lessons to enhance accessibility. Collaboration with community stakeholders and leveraging open-source platforms can support the sustainable use of AI in low-resource ECE environments.

Abstract: This research paper explores the ethical application of artificial intelligence (AI) in university curricula, focusing on the challenges and opportunities it presents. The paper is a result of a survey conducted among students and staff at Busitema University to understand the current state of AI usage, identify the benefits and challenges, and how to address the emerging ethical implications. The findings revealed that students are increasingly using AI for various academic tasks, but there is a lack of formal integration and limited awareness among staff. The limitations of AI, such as inaccuracies in its outputs and potential hindrances to deep learning and innovativeness, are also underlined in our findings. The paper therefore calls for structured AI education and policy development within universities to regulate AI use, promote transparency, and address ethical concerns. Specific recommendations include integrating AI into the learning management system, providing AI training for both students and staff; and developing guidelines and standards for responsible AI use. This paper emphasises the need to balance the benefits of AI with ethical considerations so that institutions continue to nurture critical thinking skills even in the era of AI integration into teaching and learning.