ChatGPT use in universities in South Africa through a socio-technical lens

Abstract

As artificial intelligence proliferates, so do associated hopes and fears. This study explores such tensions within South African higher education following ChatGPT’s launch, analyzing perceived threats alongside opportunities for responsibly harnessing benefits. Adopting a socio-technical framework recognizing technology’s interdependence with social systems, it investigates institutional uncertainties regarding unchecked AI adoption. Whilst findings reveal significant concerns about impartiality, critical faculties and employment impacts, evidence also indicates artificial intelligence, if transparently governed, could enrich scholarship. However, effectively leveraging such opportunities necessitates updated policies fostering accountable assimilation rather than reactionary resistance. Through a systematic literature analysis, this study contends that conceptualizing tools like ChatGPT as amplifying rather than automating academia’s technical capacities, with protocols ensuring human oversight, provides the most constructive paradigm. Rather than technologies threatening academics’ relevance, an agile, ethical integration strategy upholding rigorous pedagogical, research and assessment standards while expanding inclusion and insight is advocated. The conclusions caution against vilifying innovation but urge policymakers to foster frameworks transparently aligning artificial intelligence’s trajectory with academic integrity. Ultimately, the socio-technical approach promoted underscores technological disruption’s potential, if governed accountably, to strengthen rather than undermine scholarly excellence.