Abstract:

High school education plays a pivotal role in preparing learners for higher education and workforce participation. This paper examines the integration of artificial intelligence (AI) into STEM education at the high school level, focusing on its potential to foster 21st-century skills such as critical thinking, adaptability, and collaboration. Using comparative policy and contextual analysis from India and South Africa, the study examines how contextual realities, such as infrastructure, policy environments, and digital access, shape the effectiveness of AI-enhanced STEM learning. It traces the historical development of intelligence and AI, critiques global narratives around educational priorities, and highlights the ethical and developmental considerations of AI use among adolescents. The paper argues that inclusive policy reforms, particularly those addressing connectivity costs, are essential for equitable AI adoption. By situating local challenges within global educational debates, the study advocates for a reimagined STEM framework that aligns technological innovation with ethical responsibility and contextual sensitivity. The analysis foregrounds AI equity as a policy challenge, arguing that affordability, regulatory reform, and adolescent protection are central to responsible AI integration in high school STEM education.

Keywords:

AI and high school education, STEM Education at High Schools, High School STEM and AI education, Digital equity.