ARTICLES

 

Artificial intelligence in higher education South Africa: The role of ChatGPT in students' learning

 

 

Lerato Hlengiwe Sokhulu^I; Mzwandile Wiseman Zulu^II; Dailene Lott-Naidoo^III

^IDiscipline of Curriculum Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa. sokhulul@ukzn.ac.za (corresponding author). https://orcid.org/0000-0002-7432-8434
^IIDiscipline of Mathematics and Computer Science Education, School of Education, University of KwaZulu-Natal, Durban, South Africa. zulum10@ukzn.ac.za. https://orcid.org/0000-0002-6202-8813
^IIIDiscipline of Mathematics and Computer Science Education, School of Education, University of KwaZulu-Natal, Durban, South Africa. dailenelott@gmail.com. https://orcid.org/0000-0002-6307-3536

 

 

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ABSTRACT

We conducted this systematic review pertaining to the role of ChatGPT in higher education, with a particular focus on its impact in South African universities and on students' learning experiences. We reflect on students' use of ChatGPT's in their learning processes to provide accurate and helpful responses. Furthermore, considering the unique challenges faced by South African institutions, including uneven access to technology and varying levels of digital literacy, we evaluate its implications for academic integrity. Using PRISMA guidelines, we analysed 31 peer-reviewed articles including studies from South African universities and comparable international contexts published between 2022 and 2024. Findings indicate that ChatGPT3.5 provides a convenient and adaptable learning resource that promotes student engagement and conceptual understanding in South Africa. However, ethical concerns, including plagiarism and over-reliance on Artificial Intelligence, were noted, alongside specific challenges such as the digital divide in the South African higher education system. The study highlights the need for South African higher education institutions to develop contextually appropriate strategies for the ethical and effective integration of ChatGPT, ensuring that it enhances rather than undermines academic integrity while addressing local technological and socioeconomic disparities. Additionally, the study emphasises the importance of rethinking the digitalised curriculum in higher education to incorporate reference to ethical considerations in AI to ensure that the use of tools like ChatGPT aligns with broader educational goals and ethical standards. We recommend further research to explore the broader implications and potential ethical issues associated with AI tools in education, particularly in the South African higher education sector.

Keywords: ChatGpt, higher education, students, reliability, fourth industrial revolution, artificial intelligence

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Introduction

Like other education sectors, South African higher education is responsible for training and preparing students for the workforce. During this time, universities and colleges adopt various educational technologies for teaching, learning, and research in the era of the Fourth Industrial Revolution (4IR). Higher education institutes in South Africa such as the University of Cape Town, Rhodes University, and Stellenbosch University are well known for being the top performing universities in Africa in knowledge production and student training (Cloete, 2014). While South African universities have incorporated 4IR tools into their curricula, challenges remain in effectively integrating Artificial Intelligence (AI) into student learning (Khoza, 2020). Consequently, Lubinga et al. (2023) emphasised that the adoption of 4IR technologies, including AI, to support teaching and learning in South African higher education still requires further investigation and attention.

If we trace back to the invention of technologies leading to AI, we note that the phenomenon of machines that could think independently was first speculated on by the ancient Greeks. Such machines became known as Artificial Intelligence (AI) and gained momentum officially in 1956 at Dartmouth College when a group of scientists and mathematicians met to deliberate on the potential of computers that could think and reason in a human-like manner (Deng & Lin, 2022; Hassani et al., 2020). Just seven decades later, the 4IR innovations in AI, such as cyber technology and AI software, have pushed the boundaries of teaching and learning in the higher education sector globally to a new era (Dwivedi et al., 2023).

On November 30, 2022, a fully functional AI known as Chat Generative Pre-trained Transformer (ChatGPT3.5) was emitted to the world, to be used limitlessly in all spheres of work, with incredible success (Haleem et al., 2022). The founding software company of ChatGPT3.5 is OpenAI. According to Omar et al. (2023), ChatGPT3.5 was developed to answer questions, provide clarity on a vast area of expertise, create dialogues, and engage with follow-up questions. This suggests that ChatGPT is classified as a language model chatbot also known as an advanced Natural Language Processing model (NLP) (Alawida et al., 2023).

The goal of ChatGPT3.5 is to enable the creation of conversational AI systems that can understand and respond to human text inputs in a way that is informative, helpful, and engaging. ChatGPT has a wide range of potential applications, including chatbots, virtual assistants, customer service agents, and more. ChatGPT3.5 responds to users in the same way a human would respond to another human and is able to reason and to mend, write, and optimise coding (Deng & Lin, 2022). The advancement in ChatGPT's ability has led to significant changes in higher education for both teaching and learning, particularly in the digitalisation of the curriculum. It enables personalised learning experiences, provides instant feedback, enhances access to digital resources, and supports interactive and adaptive learning approaches (Baidoo-Anu & Ansah, 2023).

Understanding how this type of technology supports students' learning can better equip the higher education sector in the optimisation and evolution of the digital curriculum. In addition, understanding the implications of ChatGPT for students' learning is essential to ensuring students' academic success while maintaining institutions' academic integrity. It has been evident in the literature that the rapid progressiveness of these sophisticated systems such as ChatGPT promotes improvement in deep learning (Deng & Lin, 2022). This is done by designing and integrating learning material in purpose-driven ways by developing specialised tools from an analysis of existing data, such as images, videos, graphics, and written text, and identifying learning patterns and distributions. (Baidoo-Anu & Ansah, 2023). This implies that there is a growing need for scholars to explore the multifaceted correlation between the higher education curriculum, pedagogical practices, and AI innovation and implementation (Dwivedi et.al., 2023). Thus, the purpose of this study is to gain insight into the role of ChatGPT3.5 in higher education in South Africa with a particular focus on students' learning. We developed three research questions to understand how students engage with ChatGPT in higher education. The research data generated in this study responds to the following key research questions.

1. What is the role of ChatGPT3.5 in students' learning in South African higher education?

2. How does ChatGPT3.5 support students' learning in South African higher education?

3. What are the implications of using ChatGPT3.5 in students' learning in South African higher education?

 

Methodology

Search strategy

In this systematic review, we developed a search strategy to identify relevant literature relating to students' use of ChatGPT in higher education. The search strategy followed in this study included the use of keywords such as ChatGPT, Artificial Intelligence, Students, South Africa, and higher education. We inserted our search string as follows in all these databases [(ChatGPT OR Artificial Intelligence OR Students OR South Africa) AND (higher education)]. We searched two databases including SAGE Journals and SciELo as well as the search engine Google Scholar to retrieve data for the study. The initial search conducted from March 2023 to January 2024 without data parameters resulted in 120 articles retrieved from Google Scholar alone. However, we excluded a total of 41 documents consisting of non-peer-reviewed literature from the initial search. Hence, 79 peer-reviewed academic journal articles emerged from our search strategy. First, we narrowed down our data parameters to encompass literature published between 2022 and 2024, resulting in 49 journal articles. We then filtered out articles not written in English, reducing the count to 31. Subsequently, we conducted a search to identify and eliminate duplicate articles sourced from various websites, further reducing the tally to 23. Finally, we screened the titles and abstracts of the remaining articles meticulously and selected only 15 from those retrieved via Google Scholar. Following a similar methodology, we applied our search criteria to the two databases. From the SAGE Journals database, we identified 9 relevant articles and from SciELo, we found seven articles that met our criteria. In total, our study encompassed 31 peer-reviewed academic journal articles sourced from these databases and search engine.

Selection criteria

The selection criteria related to the articles included in this systematic review were based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA) statement which encourages transparent and complete reporting of systematic review studies (Sarkis-Onofre et al., 2021). The PRISMA detailed criteria can be used by researchers to guide transparent reporting by outlining clearly the data synthesis methods (Sarkis-Onofre et al., 2021). Moreover, PRISMA is comprised of a seventeen-item checklist to ensure scientific reporting of systematic reviews (Moheret al., 2016). In this study, we used four out of the 17 PRISMA checklists to find relevant articles. This includes the identifying of articles from databases, screening of the journal articles, assessing their eligibility, and including only relevant journal articles that address students' use of ChatGPT in higher education. Skimming the journal articles was a manual procedure that included reading the titles, the abstract, and the introduction. We further assessed the eligibility of the journal articles using the inclusion criteria outlined in Table 1. Using PRISMA, we were able to evaluate the quality and relevance of the articles to be included in the study. It also provided uniformity in the procedure followed in accessing and retrieving relevant articles for the study. Our search also focused mainly on mapping existing peer-reviewed literature related to the explored phenomenon. Thus, articles included in this systematic review were selected based on the inclusion and exclusion criteria presented in Table 1.

Quality assessment

To ensure the quality of the literature included in this current systematic review study, we reduced the initial sample of studies included in the literature review by removing duplicates found from the two searched databases and search engine. The process of removing duplicate articles resulted in duplicates being erased in the continuation of the literature search. This screening ensured that we included only relevant and high-quality articles that had been peer-reviewed. After screening the articles in which we conducted a careful examination to further assess eligibility for inclusion in this systematic review study, we were left with 31 articles in the final examination phase which were included in this study for analysis of students' use of ChatGPT in higher education. The procedure followed to ensure quality assessment of articles included in this study is summarised next using a flow diagram from PRISMA below.

 

 

Data analysis

Data analysis involves organising and interpreting data into specific discussions to gain further insight into the explored phenomenon (Nassaji, 2015; Springer, 2010). In qualitative research, descriptive analysis is conducted to develop a deep understanding of a topic (Thorne, 2000). The data generated from this study was analysed using themes. The themes used for analysis were guided by the study's research questions. Thus, the thematic analysis was used in conjunction with the key research questions as a guide for discussion.

 

Findings

The findings section of this systematic review is based on a comprehensive analysis of 31 studies that were screened and assessed for eligibility. The studies were obtained from two databases and one search engine identified in the methodology section and evaluated based on strict inclusion and exclusion criteria. Table 2 shows the articles that were included and used in this study to discuss findings. Table 2 also depicts the implications of ChatGPT when utilised in teaching and learning.

Discussion of findings

Theme 1: The role of ChatGPT in students ' learning

All 31 scholarly works converge on the notion that ChatGPT serves as a dynamic, onDdemand learning tool that enhances student autonomy by providing personalised feedback, facilitating immediate access to information, and fostering interactive, collaborative learning environments (Gamage et al., 2023; Onal & Kulavuz-Onal, 2024; Rasul et al., 2023). Most studies, whether through qualitative case studies or systematic reviews, underscored ChatGPT's adaptability allowing it to be integrated across diverse disciplinary contexts-from language learning to promoting student engagement and conceptual understanding in South Africa (Baskara & Mukarto, 2023; Kohnke et al., 2023). ChatGPT further supports students' learning of STEM subjects (Govender, 2023) and enhances productivity by refining academic writing and supporting conceptual understanding (Fauzi et al., 2023; Javaid et al., 2023).

However, these works also reveal critical differences. Methodologically, while some studies rely on in-depth interviews and thematic analyses of small samples, for example, Singh (2023) and Onal & Kulavuz-Onal (2024), adopt quantitative surveys to capture broader trends (Sullivan et al., 2023). Contextually, several works addressed the inherent tensions between leveraging ChatGPT for personalised learning and the risk of fostering superficial engagement and academic misconduct. This is particularly notable in studies from South Africa, where resource disparities and varying levels of digital literacy further complicate the ethical usage of ChatGPT by students (Chauke et al., 2024; Singh, 2023).

Key trends across the literature (Govender, 2023; Rasul et al., 2023; Singh, 2023) include an emphasis on the dual role of ChatGPT as an enabler of deep, autonomous learning and as a potential trigger for over-reliance that could undermine critical thinking and integrity. While all studies agreed on its transformative potential for student learning, they diverged on its implementation specifics-ranging from discipline-specific applications to general academic support. The major findings highlight that when ethically integrated and supported by robust institutional frameworks, ChatGPT can enhance learning outcomes substantially, yet its long-term success depends on addressing the digital divide and cultivating comprehensive digital literacy among students especially in South Africa.

Theme 2: Credibility of ChatGPT in supporting students ' learning

According to several studies (Dwivedi et al., 2023; Govender, 2023; Rasul et al., 2023; Tarisayi, 2023) that have been conducted to establish the trends of the utilisation of ChatGPT in the higher education space, it was found that in general, the results produced by this AI ought to be verified with more reliable, accurate, and credible sources. Dwivedi et al. (2023) proclaimed that ChatGPT information ought to be confirmed because of certain limitations and biases that may exist in this AI that has direct implications for its reliability and credibility.

Moreover, ChatGPT's use in academic research has raised concerns regarding authenticity and reliability given its reliance on learned patterns and associations, resulting potentially in inaccuracies, biases, and misinformation that can damage research credibility (Dwivedi et al., 2023; Govender, 2023; Mithi et al., 2024; Rasul et al., 2023). Additionally, the AI's capacity to generate research output has led to issues of accountability and authorship since researchers and students may claim dishonestly the model's work as their own, thus compromising ethics, trust, and the integrity of the research community (Avello-Sáez & Estrada-Palavecino, 2023; Nikolopoulou, 2024; Singh, 2023). This suggests that while ChatGPT offers valuable learning support for students, its limitations regarding information credibility present a significant concern. These accuracy constraints can compromise students' learning outcomes by providing them with incorrect or unreliable information, thus potentially undermining their academic progress and understanding.

In addition, ChatGPT's mathematical abilities in higher education have been put to the test ever since it was launched and several studies (Govender, 2023; Parker et al., 2024; Wardat et al., 2023) have established its incapability to solve certain mathematics problems that mathematics students can solve in their first or second year of study. Thus, these findings point to ChatGPT3.5 being unreliable. In addition, Wardat et al. (2023) asserted that while ChatGPT is capable of providing comprehensive instruction for geometry and other areas of mathematics, it is imperative that we be cautious when using this version of ChatGPT3.5 since it lacks deep comprehension of complex mathematical problems and the ability to identify and effectively rectify misconceptions. Thus, they argued that extensive research is required to establish reliable and secure integration of ChatGPT in the field of mathematics education.

In healthcare education, Sallam et al. (2023) cautioned that accredited experts must verify ChatGPT's outputs since its capacity to justify clinical decisions is limited. Likewise, Dave et al. (2023) reported that ChatGPT, akin to other AI tools, raises ethical and legal issues-most notably, potential copyright violations. Several scholars (Sullivan et al., 2023; Rasul et al., 2023) also highlighted recurring challenges related to the reliability, academic integrity, and overall credibility of ChatGPT's information processing. Although these studies acknowledge that ChatGPT can enhance the educational journey when its outputs are rigorously scrutinised, they emphasise that its benefits are undermined by risks of misinformation and unverified content.

Furthermore, Mhlanga (2023) stressed that easy access to open-source AI tools like ChatGPT necessitates the development of robust institutional frameworks. Such frameworks should promote transparent and meaningful engagement with these tools, guiding students toward ethical and informed utilisation of technology in academic contexts while safeguarding the quality and credibility of their work. Ultimately, this transition demands active involvement from all stakeholders in the education sector (Dwivedi et al., 2023) to balance ChatGPT's innovative potential with the imperative to uphold rigorous academic standards.

Theme 3: Implications of using ChatGPT in higher education

This theme presents the key findings regarding the implementations of ChatGPT3.5 in the context of higher education. The discussion encompasses two fundamental aspects, including the implications for students' learning, and ethical implications for students utilising ChatGPT3.5. By examining these dimensions, this systematic review aims to shed light on the multifaceted impact of incorporating ChatGPT3.5, an advanced language model, in educational settings. The findings presented herein contribute to a comprehensive understanding of how ChatGPT3.5 is being utilised in higher education and provide insights into the potential benefits, challenges, and ethical considerations that emerge as this technology continues to shape the learning landscape.

Implications for students' learning

While ChatGPT's capabilities are being explored increasingly in educational settings, recent findings revealed both positive and negative impacts on student learning. Several studies (Hong, 2023; Javaid et al., 2023; Muñoz et al., 2023; Stahl & Eke, 2023) demonstrated that ChatGPT can enhance students' learning experiences by providing instant feedback and personalised assistance, thereby supporting deeper understanding and independent exploration of course material. However, other research studies such as (Dempere et al., 2023; Schönberger, 2023; Singh, 2023) raised concerns that overreliance on ChatGPT may hinder the development of critical thinking skills and genuine intellectual engagement among students. For instance, Schönberger (2023) warned that excessive dependence on ChatGPT could reduce students' motivation to pursue independent research or participate in meaningful academic discussions. Similarly, Singh (2023) argued that relying on automated responses might stifle creativity and originality in student work, while Dempere et al. (2023) emphasised the risk of creating a passive learning environment in which students become mere consumers of information rather than active, self-directed learners. These findings advocate for a balanced approach to integrating ChatGPT into the learning process-one that maximises its benefits while mitigating potential drawbacks to ensure that students remain active, critical, and creative in their academic pursuits.

Ethical implications

The implications of these studies underscore collectively the need for higher education institutions to adopt a balanced and ethical approach to integrating ChatGPT into their curricula. ChatGPT demonstrates the considerable potential to enhance learning experiences by offering personalised tutoring and supporting language learning, as well as assisting in the initial training of students in various disciplines like psychology and occupational therapy (Kohnke et al., 2023; Machin et al., 2024). However, the studies also highlight significant risks, including the potential for academic dishonesty, ethical dilemmas, and the necessity for lecturers to develop advanced digital competencies (Baskara & Mukarto, 2023; Kohnke et al., 2023; Machin et al., 2024; Mithi et al., 2024; Sobaih et al., 2024). Institutions must therefore implement proactive strategies to mitigate these risks, such as promoting ethical AI use, developing robust guidelines to prevent cheating, and ensuring that lecturers and students are well-equipped to navigate the challenges and opportunities presented by AI-driven tools (Machin et al., 2024). This balanced approach can help harness the pedagogical benefits of ChatGPT while upholding academic integrity and ethical standards in higher education.

The implications for the ethical use of ChatGPT in higher education, as drawn from the studies, highlight the need for a balanced approach to integrating AI tools in academic settings. ChatGPT's potential to enhance personalised learning and provide immediate feedback must be carefully managed to avoid over-reliance, which can undermine human critical thinking and problem-solving skills (Currie et al., 2023; Parker et al., 2024).

Additionally, the risks of plagiarism and academic dishonesty necessitate the development of robust guidelines and training programs for both students and lecturers to ensure ethical use (Govender, 2023; Parker et al., 2024). The importance of maintaining academic integrity and the authenticity of student work is paramount, and institutions must invest in technological literacy and ethical training (Parker et al., 2024). This holistic approach will enable educators to harness the benefits of AI while addressing its limitations, ultimately fostering an environment that values both innovation and academic honesty (Currie et al., 2023).

Summary of the major findings

The review reveals a dual narrative regarding ChatGPT's role in higher education. On one hand, its potential to personalise learning, deliver immediate feedback, and boost academic engagement is well documented (Fauzi et al., 2023; Rasul et al., 2023). ChatGPT's capability to customise responses for individual learning needs promotes autonomy and collaborative educational environments (Parker et al., 2024). On the other hand, several studies highlight significant limitations. Dwivedi et al. (2023) and Govender (2023) warned that over-reliance on AI tools like ChatGPT may foster superficial learning and diminish critical thinking and problem-solving skills (Singh, 2023). Furthermore, its dependence on pre-2021 data and learned associations can result in responses that lack depth and nuance (Mithi et al., 2024). These challenges underscore the need for a balanced integration where AI complements, rather than replaces, traditional teaching methods.

Ethical concerns also emerge as a critical issue. The ease with which ChatGPT generates content can facilitate plagiarism and academic dishonesty (Avello-Sáez & Estrada-Palavecino, 2023; Singh, 2023). Although some institutions are adjusting their assessment strategies to counter these risks (Parker et al., 2024), there remains an urgent need for robust guidelines and comprehensive training on responsible AI use. In the South African higher education context, these challenges are further amplified by the digital divide, resource constraints, and varying levels of technological readiness. Chauke et al. (2024) emphasised that unequal access to technology can exacerbate academic integrity issues, making it essential for South African institutions to prioritize digital literacy and tailor guidelines to local challenges while leveraging ChatGPT's benefits.

Moreover, many existing studies rely on small sample sizes or qualitative methods, limiting the generalisability of their findings (Machin et al., 2024). Future large-scale, longitudinal research is critical to understanding the long-term impact of ChatGPT on student learning outcomes, especially in resource-variable environments. Furthermore, some educators cautioned that excessive reliance on AI may stifle independent research and creativity (Mlambo, 2024; Schönberger, 2023). Therefore, curricula must be designed to foster critical engagement and originality. While ChatGPT offers significant opportunities, its integration in South African higher education must be carefully managed to enhance learning while safeguarding academic integrity.

 

Conclusion and recommendations

The research findings from the systematic review have shown that literature on using the ChatGPT3.5 tool in higher education still needs to be explored particularly in the South African context. The use of ChatGPT in higher education has emerged as an innovative initiative that seeks to enhance students' learning experiences. The research findings have revealed that the use of ChatGPT in higher education holds significant potential to transform teaching and learning, notably improving students' academic performance. However, challenges such as ensuring proper academic support and preventing misuse-especially plagiarism-must be addressed. In South African higher education, these issues are compounded by resource disparities, digital divide challenges, and varying levels of technological readiness, all of which necessitate tailored strategies. We argue that ethical implementation practices-such as establishing clear guidelines for AI-generated content, mandating ethical AI usage training, and instituting regular oversight and audits of AI-assisted work-are essential to integrate ChatGPT effectively into the curriculum while maintaining academic integrity. Furthermore, more scientific research, including systematic reviews and empirical studies, is needed to explore the impact and benefits of ChatGPT in higher education, with a particular focus on the unique context and challenges faced by South African institutions.

 

Limitations of the study

This study was limited to the utilisation of secondary data to inform findings. To ensure validity, we conducted comprehensive literature searches across many databases and search engine-acknowledging that such searches may not capture every relevant study. In addition, only peer-reviewed journal articles were used, with their quality determined by publication in reputable journals and further assessed using validated quality checklists. Despite these limitations, the study offers valuable insights into the key findings regarding students' use of ChatGPT in higher education.

 

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Received: 30 July 2024
Accepted: 15 April 2025