“Opportunities and Challenges of Artificial Intelligence Usage in Education: A PRISMA-Based Systematic Review”

Abstract

Persistent reading difficulty among primary learners has become a significant educational concern in Fiji. Public discussion often 
explains weak literacy through a single cause, whether teacher performance, learner effort, parental support, curriculum, or examination outcomes. This article argues that such explanations are inadequate. It reports an exploratory survey of 100 selected primary-school educators in Fiji and situates the findings within scholarship on dyslexia, reading development, systematic phonics, multilingual assessment, and inclusive education. The survey measured educators' self-reported perceptions of dyslexia, confidence in recognising dyslexia-related indicators, prior training, familiarity, and access to screening resources. Most respondents placed dyslexia in the survey's dyslexia category as a perceived contributor to low literacy among slow readers; however, only 22% reported confidence in identifying relevant signs, 38% reported prior dyslexia-related training, 43% reported familiarity with dyslexia, and 95% reported no clear school-level screening resource. These findings are not estimates of dyslexia prevalence, teacher competence, or national resource provision. Rather, they identify a substantial perceived gap between classroom need and educator preparedness in the surveyed group. The article concludes that an effective literacy response in Fiji integrates systematic early reading instruction, teacher preparation, culturally and linguistically responsive assessment, appropriate screening and referral pathways, and practical implementation of inclusive education policy. The analysis has relevance for multilingual, resource-constrained education systems confronting persistent reading difficulty without reducing the problem to blame.