### The digital revolution in education in the Democratic Republic of Congo: a step towards the future or a risk to be measured?
Eighteen years after the implementation of computer systems for the correction of the state examination tests, the Democratic Republic of Congo (DRC) marks a significant turning point with the launch of a new system integrating artificial intelligence (AI). This initiative, inaugurated by Raïssa Malu Dinanga, Minister of State for National Education and New Citizenship, intends to transform the national educational landscape, evoking both hope and questions.
#### Technological modernization
The commissioning of Snote Manager, software dedicated to the correction of exams, is part of a broader effort to modernize educational tools. This software, designed within the ministry, is ambitious in its objectives: to make the results make, reduce the time necessary for correction, and to reduce human errors often inherent in manual processes.
AI, as an optimization tool, makes it possible to think of treatment of unprecedented copies. Experts point out that this innovation could extend the possibilities of personalization of learning paths, offering students exercises adapted to their respective levels. However, such a change is not made without questions about the limits and implications of automation.
### Ethical and practical issues
If the integration of AI into education promises an improvement in efficiency, it also raises ethical questions. How to guarantee that the algorithmic correction process responds to standards of equity and justice? Could automation strengthen existing biases, or introduce a new form of inequality in access to knowledge? These questions require special attention so that technology is not used to strengthen inequalities already present.
In addition, by reducing the role of humans in the correction process, it is a paradigm shift on the role of teachers in the educational ecosystem that is swaying. Should AI replace certain teachers’ functions or rather support them in their tasks? General consensus seems to be that AI should not replace the professor, but act as a complement. However, this requires adequate training of teachers so that they can effectively navigate this new technological dimension.
#### Prospects for the future
The potential of this technology extends beyond the state examination. By personalizing learning, AI could significantly enrich pedagogy, providing teachers with tools to identify the specific difficulties of students. However, the implementation of such systems should not be done lightly. It is essential to guarantee adequate infrastructure and equitable access to these technologies, particularly in a country where the disparity between urban and rural areas is still marked.
Beyond the technique, the introduction of AI into education must be envisaged in a larger framework, encompassing the development of digital skills for teachers and students. The question then arises: does the DRC have the human and technical resources necessary to deal with this digital revolution?
#### Conclusion
The initiative to modernize the Congolese education system by the integration of artificial intelligence is an advance which, as a whole, could prove to be beneficial on several levels. However, it is imperative to approach this transition with caution, taking into account the ethical, practical and human issues that result from it. Modernization should not be done at the expense of the quality of education or interpersonal relationships within schools. This project, if it is properly supervised, could open the way to a more inclusive education and adapted to the needs of learners, but it is essential not to lose sight of the importance of humans in the educational process. Continuous reflection will therefore be necessary to ensure that this technology, far from being an end in itself, is a tool at the service of a better education for all.