Navigating AI Integration in South African Higher Education: A Systematic Review of Tools, Challenges, and Opportunities.
Keywords:
Artificial Intelligence, Higher Education, Educational Technology, Generative AI, Adaptive Learning, Digital InequalityAbstract
This systematic literature review explores the adoption, application, and impact of artificial intelligence (AI) tools in South African higher education institutions, with emphasis on everyday teaching and learning practices. Through qualitative analysis of 30 Scopus-indexed studies published between 2020 and 2025, this review identifies key AI applications including generative AI assistants (ChatGPT), adaptive learning systems, automated assessment tools, and AI-powered teaching assistants. The novelty of this study lies in its focused examination of the South African context, revealing unique challenges including infrastructure constraints, digital inequality, policy gaps, and academic integrity concerns, alongside innovative local solutions such as mobile-first platforms and bilingual AI assistants. Thematic analysis uncovers mixed perceptions among students and educators: while AI enhances engagement, personalization, and scalable feedback, concerns persist regarding equity, preparedness, and ethical governance. This review contributes practical recommendations for South African universities, including context-aware tool adoption, inclusive policy development, assessment redesign, and regional collaboration frameworks. The findings advance understanding of AI integration in resource-constrained higher education environments and provide actionable insights for institutions like Durban University of Technology seeking to harness AI’s transformative potential while addressing contextual barriers
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References
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