Why educators must define the problem before adopting the solution
At a recent education technology conference, I was reminded of an important lesson about innovation, value and human psychology.
Imagine a keynote speaker walks onto a stage holding what appears to be a rare gold coin. She tells the audience that it is a prized possession, one of only a handful she distributes to the most engaged participant at each of her speaking engagements around the world. Throughout her presentation, attendees enthusiastically compete to answer questions, eager to win the coveted prize.
At the end of the session, a participant receives the coin and proudly accepts it. Then comes the revelation. The speaker admits she has never travelled the world giving away coins. There were no previous recipients. The coin is not rare. It is simply an ordinary coin coated in gold paint.
What changed? The object itself never changed. What changed was the story around it. Scarcity, exclusivity and perceived value created demand where none previously existed.
This is a useful illustration of what economists and marketers often describe as manufactured demand — the process of convincing people that they need something before establishing whether it solves a meaningful problem. As artificial intelligence continues to dominate conversations in education, this concept deserves serious attention.
The AI Gold Rush
Across the education technology landscape, hundreds of AI-powered products are emerging, each promising to transform teaching, learning, assessment, administration or student engagement. The message is often clear: You need AI. Your institution is falling behind without AI. This AI tool will solve your problems.
Yet there is a question every educational leader should ask before adopting any technology: what problem are we actually trying to solve? Technology should not be adopted because it is available. It should be adopted because it addresses a clearly identified need.
The Reality Facing Many African Schools
As we built Safeticha, our team spent considerable time working closely with schools across different contexts. What became apparent very quickly was that many of the challenges dominating global edtech conversations are not necessarily the challenges facing African classrooms.
In numerous schools, the classroom remains a single-device environment. Often, the teacher is the only person with access to a digital device. At the same time, literacy outcomes remain a significant concern, and the teacher shortage presents another urgent challenge.
From AI Hype to AI Impact
Artificial intelligence undoubtedly has enormous potential. However, potential alone is not impact. Impact occurs when technology is intentionally applied to solve real problems for real people within real-world constraints.
The goal should never be to become an AI-powered school. The goal should be to become a better school.