Teaching Artificial Intelligence and Teaching with Artificial Intelligence in South African Higher Education Institutions

Abstract

This article explores the dual dimensions of Artificial Intelligence (AI) in South African higher education: as a subject of instruction and as a pedagogical tool transforming teaching and learning practices. On the one hand, higher education institutions are increasingly embedding AI into academic programmes to meet the growing demand for digital and data-driven skills. However, the expansion of AI education is constrained by infrastructural disparities, limited staff capacity, and uneven institutional readiness, particularly among historically disadvantaged universities. On the other hand, educators are beginning to adopt generative AI tools such as ChatGPT and automated grading systems to support assessment, feedback, and instructional design. While these technologies offer opportunities for enhanced efficiency and personalisation, they also raise ethical concerns, including data privacy, academic integrity, and the risk of deepening digital divides. Drawing on a qualitative synthesis of scholarly literature, this study applies the Technology Acceptance Model (TAM) to critically analyse AI’s pedagogical integration. The findings highlight a need for professional development, inclusive policy frameworks and contextually relevant strategies to ensure AI contributes to equitable and transformative higher education. The article concludes with recommendations for policymakers, educators and institutions seeking to responsibly harness AI’s potential.

KEYWORDS: Artificial Intelligence, Higher Education, South Africa, Pedagogy, Digital Transformation

DOI: 10.7176/JEP/16-7-10

Publication date: July 30^th 2025