Approximately 10% of youth in sub-Saharan Africa are infected with the Human Immunodeficiency Virus. In Zambia, it is estimated that over 72,000 children have HIV infection, and despite access to combination antiretroviral therapy, many will experience HIV-associated neurocognitive deficits (HAND) encompassing cognitive and psychiatric sequelae such as global intellectual delay, executive dysfunction, and depressed mood. However, little is known about the neurocognitive profile of such children, the long-term outcomes and impacts of HAND, or the predictors and risk factors for HAND-related impairment. We have initiated the first-ever prospective, longitudinal study of neurocognition in children with HIV-infection in Zambia. Our overarching study goals are to validate cognitive and psychiatric testing tools in children with HIV infection in Zambia, and to determine if inflammatory biomarkers and brain imaging can prospectively identify children at high risk of developing HAND. This article outlines the study methods, highlights several challenges encountered in the initiation of the study, and offers solutions to these challenges.

Background of Study: Inclusive education is a growing priority in Zambia, yet many teacher education programs rely on a single special education course to prepare teachers for inclusive classrooms. This raises concerns about the sufficiency of such training in equipping educators with the necessary competencies. Aims and Scope of Paper: This study aims to critically evaluate the effectiveness of a one-course special education module in preparing both pre-service and in-service teachers for inclusive classroom settings in Zambia. It explores the perceptions and lived experiences of teachers undergoing this training. Methods: Guided by Vygotsky’s Sociocultural Theory and a pragmatic philosophical stance, the study adopted an interpretive phenomenological design with a qualitative approach. Data were collected through semi-structured interviews and focus group discussions with 10 student teachers and 5 practicing teachers, selected purposively. Thematic analysis was used to analyze the data. Results: Findings reveal that while the course provides basic conceptual understanding of inclusive education, it falls short in areas such as practical application, mentorship, and continuous professional development. Participants expressed a lack of preparedness in handling the complexities of inclusive classrooms. Conclusion: The study concludes that a single-course model is inadequate for preparing teachers for inclusive education. It recommends comprehensive reform in teacher education programs, including longitudinal training, integration of assistive technology, and structured mentorship to enhance teacher readiness and align training with inclusive education goals.

Introduction Executive function (EF) may be impaired in people with human immunodeficiency virus (HIV) infection, and poor EF may affect medication adherence. However, there is little data on EF in children with HIV in sub-Saharan Africa. Methods 208 children/adolescents with perinatally acquired HIV and 208 HIV-exposed uninfected controls were recruited in Zambia for this prospective cohort study. EF was measured using performance-based, self-report, and parental report measures. Adherence over one year of follow-up was assessed through questionnaires and viral load measurement. Results Children with HIV performed significantly worse on all three measures of EF. Lower parental rating of EF was associated with poorer antiretroviral therapy adherence (OR: 1.5, 95% CI = 1.02 – 2.2, p = 0.04). Conclusion Children with HIV have EF impairments which may lead to consequences like poor medication adherence and treatment failure. Interventions to improve EF or compensate for impaired EF may be necessary in this population.

Introduction: Executive function may be impaired in people with human immunodeficiency virus (HIV) infection, and poor executive function may affect medication adherence. However, there is little data on executive function in children and adolescents with perinatally acquired HIV in sub-Saharan Africa. Methods: A total of 208 children/adolescents with perinatally acquired HIV and 208 HIV-exposed uninfected controls were recruited in Zambia for this prospective cohort study. Executive function was measured using performance-based, self-report, and parental report measures. Adherence over 1 year of follow-up was assessed through questionnaires and viral load measurement. Results: Participants with HIV performed significantly worse on all 3 measures of executive function. Lower parental rating of executive function was associated with poorer antiretroviral therapy adherence (odds ratio 1.5, 95% confidence interval 1.02-2.2, P = .04). Conclusion: Children and adolescents with perinatally acquired HIV have executive function impairments that may lead to consequences like poor medication adherence and treatment failure. Interventions to improve executive function or compensate for impaired executive function are needed in this population.

This chapter describes the potential of emotionally supportive artificial intelligence (AI) tools to complement traditional student support services in universities in Africa. International students in African higher education universities face intersecting academic, social, cultural and emotional disablers that prevailing support systems every so often struggle to overcome. Basing on affective computing, social support theory and culturally responsive pedagogy, the chapter suggests a context-sensitive AI design framework custom-made to African realities. It cross-examines global innovations, identifies regional gaps and promotes ethical, culturally grounded design principles. The chapter offers a practical and theoretical approach to improving international students' well-being, belonging and pliability through accountable AI integration in African higher education.