Intelligence artificielle, justice cognitive et souveraineté numérique : enjeux pour l’éducation haïtienne

Abstract

Artificial intelligence (AI) is progressively transforming educational practices worldwide by offering new possibilities for learning, for personalizing learning pathways and for managing knowledge. Its integration, however, also raises questions concerning digital inequalities, algorithmic bias, the representation of minority languages and data sovereignty. In countries of the Global South, these issues take on particular importance because of the structural constraints that often characterize their education systems. This article analyses the issues at stake in integrating artificial intelligence into Haitian education from a critical perspective mobilizing the concepts of critical pedagogy, regenerative pedagogy, cognitive justice and digital sovereignty. The study adopts a qualitative approach based on a critical and documentary review of the scientific, institutional and policy literature on artificial intelligence, education, epistemologies of the South and contemporary digital transformations. The findings show that the uncritical integration of AI risks reinforcing certain vulnerabilities already present in the Haitian context, notably technological dependence, linguistic biases unfavourable to Haitian Creole and contemporary forms of cognitive injustice. The analysis also highlights several conditions favourable to a more equitable appropriation of these technologies, among them the development of digital resources in Creole, the valuing of local knowledge and the strengthening of educational data governance. The study concludes that the potential benefits of artificial intelligence in education depend less on the technical performance of the tools than on the pedagogical, political | 144 and ethical choices that guide their deployment. From this perspective, artificial intelligence appears as much a matter of knowledge governance as a technological one.