Integrating artificial intelligence within South African higher learning institutions

Abstract

Background: Artificial intelligence (AI) technology is transforming education through personalised learning and creates dynamic, adaptive learning environments that cater to each student’s unique strengths and challenges. Developed countries have largely integrated AI technologies into their learning institutions, while the discipline is in its infancy in developing countries such as South Africa (SA).

Objectives: This study aims to contextualise and recommend the strategy that institutions of higher learning in SA can adopt to integrate AI into their institutions.

Method: A systematic literature review (SLR) method was followed. Publications published between 2018 and 2024 in the Multidisciplinary Digital Publishing Institute (MDPI) and Taylor & Francis Online databases using the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA). Following an initial search, 114 documents were retrieved, and, using inclusive criteria, 29 papers were chosen for analysis. The databases were selected because of their unique benefits in terms of accessibility, material breadth, and researcher-specific functions, unlike other sources.

Results: Results show that to integrate AI, the following should be considered: planning, collaborations, training, and ethical standards to guarantee responsible use and productivity. This will enhance teaching and learning, well preparing students for a future whereby AI is widely used in the workplace.

Conclusion: To integrate AI into learning institutions, a tailored approach needs to ensure that the AI technology improves teaching, enhances administrative procedures, and adheres to the institution’s rules and regulations.

Contribution: This article forms a theoretical and methodological contribution to advancing knowledge that may inform policy and practice makers.