Artificial intelligence tools for education and language support are increasingly framed as scalable responses to access gaps in under-resourced communities. Yet the infrastructure underlying these tools, including training corpora, tokenization schemes, evaluation benchmarks, and deployment architectures, can systematically disadvantage speakers of underrepresented languages before a model is trained. This paper examines these structural barriers through Bengali, one of the world's most widely spoken languages, focusing on AI-assisted education in low-connectivity environments. We identify four interlocking failures: a severe web presence gap, with Bengali accounting for less than 0.5% of global web content despite representing nearly 4% of the global population; a 67:1 training-token deficit between English and Bengali in major multilingual corpora; a tokenization penalty associated with Bengali's alphasyllabary script that compounds the data deficit through higher token fertility; and connectivity exclusion, with individual internet penetration at 36.5% in rural areas compared with 71.4% in urban areas. These failures reflect longstanding resource-allocation decisions, institutional priorities, and design defaults that did not center underrepresented languages in mainstream AI development. We argue that dataset scarcity should be understood as a structural barrier rather than an isolated technical limitation, and that offline-first design should be treated as an equity-oriented infrastructure strategy. We conclude with directions for linguistics and AI research aimed at reducing these structural inequalities.
The promise of AI literacy ``for all'' confronts a structural challenge embedded in how nations organise secondary computer science education. In most systems, a general-track subject -- Digital Literacy, ICT, TIC, or SNT -- bears the weight of universal AI literacy, while a specialist Informatics course serves STEM pathways separately. Yet the content and depth of the general track are shaped by governance decisions made largely with reference to the specialist one. This paper presents a comparative analysis of curricula and examination frameworks across fifteen countries, identifying two structural challenges. First, in several systems a significant portion of students completes secondary education without any formal programming exposure. Second, among those who do receive CS education, a \emph{Syntax Ceiling} emerges: Python-based instruction reaches most students, while the algorithmic depth associated with C++ remains concentrated in elite STEM tracks. Drawing on reform cases spanning centralised mandates (France, China, Japan), assessment-driven systems (Poland, Romania, South Korea), and recent universal reforms (Switzerland, Kazakhstan), we show that governance structures and high-stakes examinations are the primary drivers of both challenges -- and that specialist and general-track language choices are rarely independent, linked through shared teacher pipelines that curriculum policy seldom acknowledges. Achieving genuine AI literacy for all requires confronting not just curriculum content, but the access architectures and resource constraints that determine who receives it -- and at what depth.
Riya Kinnarkar, Mansur M. Arief, Yan Pratama Akhra +1eess.SY cs.AI math.OC
Equitable renewable-energy planning is a sequential decision problem, but the decision variables available to a public planner differ sharply between mature and emerging economies. In the former the government largely builds generation, while in the latter it steers private investment through incentives and quotas. We formulate socially-equitable renewable-energy budget allocation as a Markov Decision Process (MDP) and, using a single problem-agnostic solver interface, compare the same policies across the two settings: eight U.S. cities (a mature economy) and West Java, Indonesia (an emerging economy). The results show that across both settings, a receding-horizon value-iteration policy dominates. In the U.S., it reaches 66% renewable penetration while cutting the underserved low-income population by 96% versus a random baseline. In West Java it closes the low-access gap while crowding in the most private capital. More interestingly, a naive market-chasing heuristic, which is mildly sub-optimal in the U.S., could yield catastrophic outcomes in Indonesia, by underserving every low-access region, because chasing attractive markets and serving the underserved goals diverge once the planner acts through private developers.
This paper presents the design and outcomes of a seven-weekend AI storytelling program developed for Black girls aged 10-12. Grounded in Afrofuturism and Black feminist thought, the program adopted AI-enabled counter-storytelling, supported the development of foundational AI literacies, and fostered future-oriented imagination. Activities included brainstorming AI-related topics, developing character and story plots, and delivering collaborative group presentations. Drawing on the analysis of learners' artifacts from the case study, findings show that participants created Afrofuturist narratives rooted in their identities and everyday experiences. At the same time, they developed core AI literacies, including prompt engineering, bias critique, and awareness of data privacy. This program demonstrates that integrating Afrofuturist storytelling with generative AI in informal learning spaces can be a powerful approach for engaging Black girls in computer science education.
Kieron Seven Jun Wei Lee, Muhammad Reza Qorib, Andrew Ivan Soegeng +1cs.CL
Multilingual large language models (LLMs) depend on subword tokenization to bridge discrete text and continuous neural representation. State-of-the-art multilingual LLMs often use Byte-level Byte-Pair Encoding (BPE) tokenizers that structurally favor high-resource languages and Latin scripts. For speakers of underrepresented languages, particularly those across Southeast Asia, this bias inflates inference costs and widens cross-lingual capability gaps. We present the first systematic comparison of equitable tokenizers on a unified benchmark spanning 11 Southeast Asian languages. Beyond tokenizer-level analysis of compression efficiency and cross-lingual equity, we assess downstream task performance through controlled 1.5B-parameter language model training using the same training data. Our results show that Parity-aware BPE lies on the Pareto frontier of the efficiency-equity trade-off, achieving strong compression parity at competitive cost. Morphology-Driven Byte Encoding delivers the best semantic reasoning performance through morphologically richer representations, albeit at a higher computational expense. Byte Latent Transformer underperforms on downstream tasks, possibly because its architectural assumptions misalign with the constraints of limited low-resource training data. Together, our findings demonstrate that cross-lingual fairness and tokenization efficiency are not fundamentally at odds, and offer practical guidance for designing equitable multilingual models.