ChatGPT use in universities in South Africa through a socio-technical lens
AbstractAs 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 f...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2295654 |
| _version_ | 1797223380581089280 |
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| author | Kudzayi Savious Tarisayi |
| author_facet | Kudzayi Savious Tarisayi |
| author_sort | Kudzayi Savious Tarisayi |
| collection | DOAJ |
| description | AbstractAs 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. |
| first_indexed | 2024-03-08T13:47:16Z |
| format | Article |
| id | doaj.art-4a23a5d1628f4494bf510d2b3e742396 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-24T13:36:18Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-4a23a5d1628f4494bf510d2b3e7423962024-04-04T09:20:55ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2023.2295654ChatGPT use in universities in South Africa through a socio-technical lensKudzayi Savious Tarisayi0Curriculum Studies, Stellenbosch University, South AfricaAbstractAs 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.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2295654Artificial intelligenceChatGPTacademiauncertainties and fearsAh Choo Koo, Faculty of Creative Multimedia, Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Selangor, MalaysiaInformation & Communication Technology (ICT) |
| spellingShingle | Kudzayi Savious Tarisayi ChatGPT use in universities in South Africa through a socio-technical lens Cogent Education Artificial intelligence ChatGPT academia uncertainties and fears Ah Choo Koo, Faculty of Creative Multimedia, Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Selangor, Malaysia Information & Communication Technology (ICT) |
| title | ChatGPT use in universities in South Africa through a socio-technical lens |
| title_full | ChatGPT use in universities in South Africa through a socio-technical lens |
| title_fullStr | ChatGPT use in universities in South Africa through a socio-technical lens |
| title_full_unstemmed | ChatGPT use in universities in South Africa through a socio-technical lens |
| title_short | ChatGPT use in universities in South Africa through a socio-technical lens |
| title_sort | chatgpt use in universities in south africa through a socio technical lens |
| topic | Artificial intelligence ChatGPT academia uncertainties and fears Ah Choo Koo, Faculty of Creative Multimedia, Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Selangor, Malaysia Information & Communication Technology (ICT) |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2295654 |
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