The Mauritian government has set an ambitious goal to introduce artificial intelligence (AI) modules and personalized learning driven by AI into the national curriculum. According to the Statistics Mauritius report on information and communication technologies, published on July 10, 2026, 100% of secondary schools and over 92% of primary schools have internet access. Additionally, the average ratio of computers to students is 1:6 in secondary schools and 1:10 in primary schools.
To support this technological transition, the 2026/2027 budget forecast includes a targeted support plan to strengthen skills. This plan involves an engineering program to train around 8,000 public sector teachers in the basics of generative tools. Furthermore, students from Secondary 1 to Secondary 3 will receive an introduction to prompt engineering and algorithm ethics. This dual approach seems to meet the minimum requirements for a large-scale technological deployment.
However, concerns arise about the project's sustainability. The quality of internet connectivity and outdated computer equipment may hinder the effective implementation of AI tools. An OECD study in 2024 found that nearly 40% of technology-assisted learning projects fail within three years due to unanticipated maintenance, hardware, and license renewal costs. This highlights the need for careful planning and budgeting to ensure the project's long-term success.
Another challenge is the continuous training of Mauritian teachers, who may face an overload of work and rapid obsolescence of tools. A UNESCO report in 2025 emphasized that technical mastery of an AI tool represents only a quarter of the adoption work, while the remaining three-quarters involve restructuring evaluation methods, preventing academic cheating, and monitoring the psychological impact on students.
The adaptation of AI technologies to the Mauritian cultural and linguistic context is also a concern. Most large-scale language models integrated into educational software are trained on Western or Asian data, which may not reflect the multilingual and sociocultural context of Mauritius. Investing in the creation of local AI models could help mitigate this issue and reduce technological and financial dependence.
The introduction of AI in Mauritian schools raises fundamental questions about the priorities of the education system. There are concerns about whether schools have the necessary infrastructure and internet bandwidth to avoid exacerbating the digital divide between different regions of the island. Additionally, there is a need to consider the potential risks of students becoming too reliant on virtual assistants and the ability of educational authorities to regulate the ethical use of these tools.
Ultimately, the government faces a crucial budgetary decision: should it continue to invest heavily in AI or prioritize the renovation of basic infrastructure and the reinforcement of teacher numbers? The outcome will have significant implications for the future of education in Mauritius. The public is eagerly awaiting a response to these pressing questions.
Key points
- The Mauritian government aims to introduce AI modules into the national curriculum.
- Concerns arise about the project's sustainability due to infrastructure and training challenges.
- The adaptation of AI technologies to the Mauritian cultural and linguistic context is a major concern.
