Harnessing Artificial Intelligence: Transformative Technologies in Contemporary Higher Education
DOI:
https://doi.org/10.70232/jcsml.v2i1.15Keywords:
Artificial Intelligence, Educational Innovation, Educational Technology, Higher Education, Industry Collaboration, Student EngagementAbstract
Artificial Intelligence has rapidly become a transformative force within the contemporary higher education landscape, altering how teaching methodologies, learning experiences, and administrative functions are structured and delivered. The advancement of AI technologies presents opportunities and challenges that institutions must carefully navigate. This study explores the multifaceted perspectives of participants in Science, Technology, Engineering, and Mathematics (STEM) fields, including educators, students, and technical staff, concerning the integration and implications of AI in higher education settings. To gather detailed insights into the lived experiences of these stakeholders, the research employs a qualitative methodology, utilizing in-depth interviews and focus group discussions. This approach allows for a rich collection of perspectives that reveal not only the enthusiasm surrounding AI’s potential to enhance learning outcomes and streamline administrative processes but also the apprehensions tied to its implementation. Participants express varied attitudes toward AI integration, with some embracing its ability to personalise learning experiences, enhance student engagement, and support educators in delivering more effective instruction. Conversely, concerns emerge regarding critical issues such as data privacy, the potential for exacerbating existing inequalities in access to technology, and the necessity of pedagogical adjustments to accommodate AI tools. The findings from this study underscore the complexity of AI’s role in higher education, illustrating the need for a thoughtful and strategic approach to its implementation. As institutions seek to harness the benefits of AI for improved educational outcomes, it becomes increasingly important to address the ethical considerations associated with its use. Recommendations from the study advocate for comprehensive faculty training to ensure educators are well-equipped to utilise AI effectively. Additionally, there is a call for revising curriculum development to incorporate AI technologies meaningfully, alongside fostering collaborative partnerships with industry to bridge the gap between theoretical knowledge and practical application.
References
Al-Qirim, N. (2011). Determinants of interactive whiteboard success in teaching in higher education institutions. Computers & Education, 56(3), 827-838. https://doi.org/10.1016/j.compedu.2010.10.024
Ayeni, O. O., Al Hamad, N. M., Chisom, O. N., Osawaru, B., & Adewusi, O. E. (2024). AI in education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews, 18(2), 261-271. https://doi.org/10.30574/gscarr.2024.18.2.0062
Baleja, K. (2024). Exploring the Efficacy of Personalized Learning Pathways Utilizing Artificial Intelligence in Education. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 157-161). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved November 9, 2024 from https://www.learntechlib.org/primary/p/224517/.
Berendt, B., Littlejohn, A., & Blakemore, M. (2020). AI in education: Learner choice and fundamental rights. Learning, Media and Technology, 45(3), 312-324.
Chasokela, D. & Mangena, N. (2024). The Future of Learning in the Digital Age. In M. Kayyali & B. Christiansen (Eds.), Insights into International Higher Education Leadership and the Skills Gap (pp. 471-500). IGI Global. https://doi.org/10.4018/979-8-3693-3443-0.ch018
Chasokela, D. & Ncube, C. M. (2024). Leveraging Technology for Organizational Efficiency and Effectiveness in Higher Education. In M. Kayyali (Ed.), Building Organizational Capacity and Strategic Management in Academia (pp. 381-410). IGI Global. https://doi.org/10.4018/979-8-3693-6967-8.ch014
Chasokela, D., & Moyo, F. (2025). Science, Technology, Engineering, and Mathematics Learning Technology Implementation to Address 21st-Century Skills: The Zimbabwean Higher Education Context. In Insights Into International Higher Education Leadership and the Skills Gap (pp. 319-344). IGI Global. https://doi.org/10.4018/979-8-3693-3443-0.ch013
Chikoko, V., Gilmour, J. D., Harber, C., & Serf, J. (2018). Teaching controversial issues and teacher education in England and South Africa. In The Journal of Education for Teaching at 40 (pp. 215-229). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315114309-14/teaching-controversial-issues-teacher-education-england-south-africa-vitallis-chikoko-james-david-gilmour-clive-harber-jeff-serf
Chuttur M.Y. (2009). “Overview of the Technology Acceptance Model: Origins, Developments and Future Directions,” Indiana University, USA. Sprouts: Working Papers on Information Systems, 9(37). http://sprouts.aisnet.org/9-37
Dai, Y. (2024). Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach. Education and Information Technologies, 1-24. https://doi.org/10.1007/s10639-024-13043-w
de Baker, R. S. J., & Inventado, P. S. (2014). Chapter X: educational data mining and learning analytics. Computer. Science, 7, 1-16. https://sprouts.aisnet.org/9-37
Domingo-Alejo, J. (2024, May). AI Integrated Administration tool design with ML Technology for Smart Education System. In 2024 4th International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 1423-1428). IEEE. https://doi.org/10.1109/ICACITE60783.2024.10616455
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Hashmi, E., Yamin, M. M., & Yayilgan, S. Y. (2024). Securing tomorrow: a comprehensive survey on the synergy of Artificial Intelligence and information security. AI and Ethics, 1-19. https://doi.org/10.1007/s43681-024-00529-z
Janssen, M., Brous, P., Estevez, E., Barbosa, L. S., & Janowski, T. (2020). Data governance: Organizing data for trustworthy Artificial Intelligence. Government Information Quarterly, 37(3), 101493. https://doi.org/10.1016/j.giq.2020.101493
Jisc (2021a). Teaching staff digital experience insight survey 2020/21: UK Higher Education (HE)survey findings. Bristol: Jisc. https://doi.org/10.3828/dap.2023.1
Kivunja, C. (2019). A Pedagogy to Embed into Curricula the Super 4C Skill Sets Essential for Success in Sub-Saharan Africa of the 21st Century. In Global trends in Africa’s development. Centre for Democracy, Research and Development (CEDRED). https://hdl.handle.net/1959.11/27328
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed. An argument for AI in Education, 18.
Mhlanga, D. (2022). The role of artificial intelligence and machine learning amid the COVID-19 pandemic: What lessons are we learning on 4IR and the sustainable development goals. International Journal of Environmental Research and Public Health, 19(3), 1879. https://doi.org/10.3390/ijerph19031879
Mikalef, P., & Gupta, M. (2021). Artificial intelligence capability: Conceptualization, measurement calibration, and empirical study on its impact on organizational creativity and firm performance. Information & management, 58(3), 103434. https://doi.org/10.1016/j.im.2021.103434
Nikitina, I., & Ishchenko, T. (2023, September). Smart-Systems in STEM Education. In International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications (pp. 325-335). Cham: Springer Nature Switzerland. https://icteri.org/icteri-2023/proceedings/preview/01000327.pdf
Nouri, B. (2022). Energy transition and the European proposal for the Artificial Intelligence Act (AIA). Case study: the Dutch AI providers in the energy sector (Master’s thesis, University of Twente). https://essay.utwente.nl/92439/1/Nouri_MA_Behavioural%20Management%20and%20Social%20sciences.pdf
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22.
Rathi, D., M. Given, L., & Forcier, E. (2014). Interorganisational partnerships and knowledge sharing: the perspective of non-profit organisations (NPOs). Journal of Knowledge Management, 18(5), 867-885. https://doi.org/10.1108/JKM-06-2014-0256
Sanders, D. A., & Mukhari, S. S. (2024). Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution. Discover Education, 3(1), 135. https://doi.org/10.1007/s44217-024-00235-2
Shneiderman, B. (2020). Bridging the gap between ethics and practice: guidelines for reliable, safe, and trustworthy human-centered AI systems. ACM Transactions on Interactive Intelligent Systems (TiiS), 10(4), 1-31. https://doi.org/10.1145/3419764
Singh, T. M., Reddy, C. K. K., Murthy, B. R., Nag, A., & Doss, S. (2024). AI and Education: Bridging the Gap to Personalized, Efficient, and Accessible Learning. In Internet of Behavior-Based Computational Intelligence for Smart Education Systems (pp. 131-160). IGI Global. https://doi.org/10.4018/979-8-3693-8151-9.ch005
Tshuma, L. S. & Chasokela, D. (2024). The Rise of Online Learning and the Technological Revolution in Higher Education. In M. Kayyali & B. Christiansen (Eds.), Insights into International Higher Education Leadership and the Skills Gap (pp. 447-470). IGI Global. https://doi.org/10.4018/979-8-3693-3443-0.ch017
Weller, M. (2020). 25 years of educational technology. Athabasca University Press.
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: a systematic review from 2011 to 2021. International Journal of STEM Education, 9(1), 59. https://doi.org/10.1186/s40594-022-00377-5
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Doris Chasokela
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
