Abstract
As artificial intelligence (AI) models become widespread, South African universities need policies that balance access and uphold standards. Literature shows generative AI offers opportunities like personalised support, but risks like plagiarism require addressing. Current university guidance focuses narrowly on misconduct, not innovation. Principles proposed for policies include recognising AI's value if governed well; developing inclusive policies through participation; regular updating as AI advances rapidly; effectively communicating policies; anticipating AI's impact across teaching, learning, research, and assessment; and partnering between universities and AI companies. Case studies show involving stakeholders is vital. Comprehensive policies outlining ethical use across contexts are lacking. Guidance tends to emphasise constraints, not possibilities. However, responsible leveraging can expand access without compromising literacy development. This needs evidence-based governance upholding enduring educational values amid emerging tools.
TopIntroduction
As innovative generative artificial intelligence (GenAI) models like ChatGPT become widely available, South African higher education (HE) institutions face complex governance decisions across teaching, assessment, learning and research. While GenAI offers potential benefits such as enhanced personalized learning support and increased research productivity, overreliance on machine-generated content without prudent policies can undermine the development of foundational competencies like academic literacy and threaten academic integrity. Recent research by Duah and McGivern (2024) has highlighted the differing perspectives of students and educators:
Students showed a more open engagement with GenAI, considering it a tool for overcoming obstacles rather than a means to plagiarize. Educators were generally more cautious and less optimistic about the academic role of GenAI. Lack of clear institutional policies surrounding such tools also contributed to ethical ambiguities.
To integrate GenAI into the fabric of HE effectively, inclusive multi-stakeholder decision-making frameworks are needed to engage staff, students, and administrators in steering our common digital futures transparently and responsibly. Co-designing context-appropriate policies requires balancing the opportunities for pedagogical innovation and research efficiency with the imperative to avoid uncritical adoption of technological solutionism while addressing the varying perspectives and concerns of different stakeholders.
By harmonizing emerging GenAI tools with enduring educational values, HE institutions can embed integrity safeguards throughout instructional systems to expand access and personalisation without diminishing the rigorous analytical and communication skills at the heart of higher learning. If evidence-based governance judiciously scaffolds human-AI complementarity across the diverse functions of HE, South Africa's universities can progressively transform teaching, assessment, learning and research by leveraging AI's capacity to serve the aspirations of all stakeholders. This chapter explores the policy considerations necessary to unlock the potential of GenAI to enhance the core missions of HE institutions whilst mitigating risks to academic literacy development and navigating the ethical ambiguities that arise from the lack of clear institutional guidelines.
Key Terms in this Chapter
Inclusive Policy Development: The process of creating policies that involve and consider the perspectives of all stakeholders, ensuring that the needs and concerns of diverse groups are addressed.
Academic Integrity: The commitment to upholding ethical principles and values in academic settings, such as honesty, trust, fairness, respect, and responsibility.
Flexibility: The ability to adapt and respond to changing circumstances, needs, or requirements in a timely and effective manner.
Academic Literacy: The set of skills, knowledge, and competencies required for students to engage with and produce academic discourse in higher education effectively. It encompasses the ability to read, write, think critically, and communicate in a manner that adheres to the conventions and expectations of various academic disciplines.
Teaching And Assessment: The core activities in HE that involve imparting knowledge and skills to students and evaluating their understanding and application of the learned material.
Digital Literacy: The ability to effectively use, understand, and navigate digital technologies and platforms for communication, learning, and problem-solving. Digital literacy forms part of academic literacy.
Industry Partnerships: Collaborative relationships between HE institutions and private sector companies or organisations to promote knowledge exchange, innovation, and mutual benefits.
Learning: The process of acquiring new knowledge, skills, and understanding through study, experience, or instruction.
Research: The systematic investigation and inquiry into a specific subject or problem to expand knowledge and understanding in a particular field.
Multi-Stakeholder Engagement: The practice of involving and consulting with various groups or individuals who have an interest in or are affected by a particular decision, policy, or initiative.
Plagiarism: The act of presenting someone else's work or ideas as one's own without proper attribution or acknowledgement of the original source.
Personalised Learning: An educational approach that tailors learning experiences to individual students' needs, interests, and abilities, often leveraging technology to provide customised content and support.
Responsible Use: The ethical and appropriate application of technology, taking into account its potential impacts on individuals, society, and the environment.
Generative Artificial Intelligence (GenAI): Advanced AI systems capable of creating new content, such as text, images, or code, based on learned patterns from vast datasets.
South African Higher Education (HE): The tertiary education sector in South Africa, aimed at providing advanced learning and research opportunities.