Reimagining Textbook Editing in the Age of Artificial Intelligence: Perspectives from Textbook Publishers in Zimbabwe

Abstract

The emergence of artificial intelligence (AI) has had a profound impact on several industries, including education. As AI technologies transform established editorial practices worldwide, the textbook publishing industry is undergoing a significant shift. Grounded in the Unified Theory of Acceptance and Use of Technology, which highlights user intentions in using an Information System (IS) and the subsequent usage behaviour, this paper explores the future of editing with AI among textbook publishers in Zimbabwe. The study adopts a qualitative approach informed by a multiple case study design. The study targeted two editors from five major textbook publishing houses in Zimbabwe, selected purposively for their national footprint and history of textbook production. Semi-structured interviews were used to gather data, which was then thematically analysed. Findings indicate that AI tools like Grammarly and Microsoft Editor are commonly used by textbook editors. Automatic content generation, improved efficiency, and enhanced productivity were found to be some of the benefits of using AI in editing. However, several challenges were identified, including, lack of infrastructure, loss of employment and ethical considerations. Strategies for the successful implementation of AI in textbook editing include human-AI collaboration, innovation as a market need and gradual implementation and continuous improvement. The study concludes that meaningful AI integration requires contextual adaptation, human oversight and capacity building. The researchers recommend that textbook publishers continue integrating more AI tools into their processes, and they should be provided with training on the use of AI tools so that they gain knowledge on how to use them effectively.