Resumo

SOKHULU, Lerato Hlengiwe; ZULU, Mzwandile Wiseman  e  LOTT-NAIDOO, Dailene. Artificial intelligence in higher education South Africa: The role of ChatGPT in students' learning. Journal of Education [online]. 2025, n.99, pp.142-166. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i99a08.

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.

Palavras-chave : ChatGpt; higher education; students; reliability; fourth industrial revolution; artificial intelligence.

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