The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities. Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa. It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning. In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important. Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms. A discussion of the results suggests solutions and making recommendations that are applicable and useful. In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.

In order to provide readers with an overview of, and summarize, the content of this chapter, the purpose is stated as answering the primary research question: To what extent can multidisciplinary artificial intelligence in education (AIED) applications enhance higher education teaching and learning at an open and distance e-learning (ODeL) institution in South Africa? It is important to note that this is done against the background of multidisciplinary applications of deep learning-based artificial emotional intelligence.