Artificial intelligence in Education: Perspective from South African higher education context.

Nnenna Ezeonwuachusi; Adesoji Ojuri King

Authors

Nnenna Ezeonwuachusi Stadio College of Education Musgrave Center Durban, KwaZulu-Natal, South Africa Author
Adesoji Ojuri King Durban University of Technology, South Africa, South Africa Author

Keywords:

artificial intelligence, South African education, teacher integration, digital divide, educational technology

Abstract

This systematic literature review examines the integration of artificial intelligence (AI) in everyday educational practices within South African contexts, with particular emphasis on teacher and student experiences at institutions like STADIO College of Education and Durban University of Technology, Durban. Through a comprehensive analysis of 30 Scopus-indexed studies published between 2020 and 2026, this research reveals that South African educational institutions employ a diverse array of 57 different technologies, blending mainstream communication platforms (WhatsApp, Zoom, Microsoft Teams) with emergent AI-enabled systems, including automated assessment tools, adaptive learning platforms, and intelligent tutoring systems. The study identifies critical contextual factors unique to South Africa—including infrastructure constraints, the digital divide, socioeconomic disparities, and policy-practice misalignments—that significantly shape AI adoption patterns. While COVID-19 accelerated digital transformation, it simultaneously exposed profound inequities in access and readiness. Teachers demonstrate positive attitudes toward AI integration but face substantial barriers related to skills development, resource limitations, and ethical concerns. This research contributes novel insights by synthesizing South African-specific evidence on everyday AI use, highlighting the tension between technological potential and contextual realities, and proposing equity-centered recommendations for policy and practice

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References

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