Synopsis
Document from the year 2026 in the subject Psychology - Developmental Psychology, , course: Sustainable Human Development, language: English, abstract: Generative Artificial Intelligence (GenAI) is rapidly transforming education, employment, and decision-making, creating new opportunities for human development while raising concerns regarding ethics, autonomy, and social inclusion. This study investigates the relationship between Generative AI, human agency, and sustainable human development through the development and validation of the Human-AI Sustainable Development Framework (HASDF). Drawing upon Capability Theory, Human Capital Theory, Socio-Technical Systems Theory, Digital Transformation Theory, and Human Agency Theory, the research proposes an integrated framework for understanding how AI influences learning capability, employment adaptability, and decision quality.
A mixed-methods approach was employed, involving 2,000 participants from Zambia, Kenya, South Africa, Russia, and the United Arab Emirates. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained through interviews, focus group discussions, and expert consultations.
About the Author
Maliro Ngoma is a distinguished scholar and development practitioner whose multidisciplinary expertise spans education, computer science, and development studies. Renowned for his strategic insight, global outlook, and commitment to transformative societal progress, he brings a rare intellectual versatility that bridges policy, technology, and educational reform. His work reflects a deep dedication to advancing digital innovation, inclusive development, and evidence¿based educational leadership across diverse global and local contexts.
Maliro's academic journey is marked by exceptional depth and breadth. He began with a Bachelor of Education from the Zambian Open University, grounding his expertise in pedagogy, curriculum theory, instructional leadership, and systemic school improvement. Driven by a passion for technological advancement, he pursued a Specialist Degree in Computer Science-equivalent to a Master of Science in Computer Science from the world¿renowned Lomonosov Moscow State University in Russia. This rigorous scientific training equipped him with advanced competencies in software engineering, computational systems, algorithmic analysis, and the design of applied digital solutions.
Seeking to integrate technological innovation with human development, Maliro earned a Master of Arts in Development Studies from the University of Lusaka, deepening his understanding of socioeconomic transformation, public policy, and the role of technology and education in inclusive growth. His commitment to educational excellence culminated in a PhD in Education Management and Administration from the Zambian Open University, where his research examined strategic institutional leadership, governance frameworks, policy implementation, and the digital modernization of education systems.
With this exceptional academic scope spanning three critical domains: education, technology, and development policy, Maliro Ngoma is uniquely positioned to influence and drive sustainable transformation. His scholarly and practical contributions reflect a sophisticated understanding of how digital ecosystems, educational leadership, and development dynamics intersect to shape national and global progress. He is widely regarded as a thought leader dedicated to educational reform, digital empowerment, and sustainable development, embodying a lifelong commitment to intellectual growth and impactful innovation.
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