Leveraging artificial intelligence as a learning tool in higher education

Mncedisi Christian Maphalala, Oluwatoyin Ayodele Ajani — Thu, 16 Jan 2025 00:00:00 +0200

The integration of Artificial Intelligence (AI) technologies in education has gained significant attention, particularly in the context of higher education, in recent years. Despite concerns about academic integrity, academics recognise the opportunity for AI to foster critical thinking and prepare students for real-world scenarios. However, its integration into courses requires careful consideration of course objectives and ethical implications. This study explores the utilisation of AI in higher education settings, focusing on its role as a learning tool. The study systematically reviewed 87 empirical studies from databases between 2014 and 2024 to investigate the benefits, challenges, and implications of incorporating AI into higher education. Additionally, it examines the potential impact of AI on teaching methodologies, student outcomes, and the overall learning experience. The findings of this study underscore the significant influence of AI integration in higher education on teaching methodologies. This integration promotes personalised and adaptive instruction, enhancing student engagement, performance, satisfaction, and overall learning experiences. However, the adoption of AI in higher education raises significant ethical concerns that demand careful consideration. These concerns include data privacy, algorithmic bias, intellectual property rights, and academic integrity. Academics' perspectives on AI adoption vary based on technological proficiency, pedagogical beliefs, and institutional support. Successful AI integration necessitates alignment with pedagogical theories such as constructivism, connectivism, and self-directed learning, ensuring a robust technical infrastructure and addressing ethical considerations to maximise benefits while minimising risks.

Implementation of democratic classroom management at a university: Practices and perceptions

Taiwo Christianah Omodan, Cias Thapelo Tsotetsi, Sekitla Daniel Makhasane — Thu, 16 Jan 2025 00:00:00 +0200

In South Africa, the translation of democratic principles into actionable classroom management strategies presents a significant challenge, particularly within teacher-educator training programmes. This study explores the practices and perceptions of student-teachers and lecturers regarding democratic classroom management practices at a university in South Africa. The research is framed by critical theory as its theoretical foundation and adopts a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers at a selected university in the Eastern Cape Province of South Africa. Thematic analysis indicates that some classrooms predominantly employ traditional lecture-based approaches, characterised by limited student engagement and minimal use of participatory methods, while others exhibit efforts to cultivate a more inclusive and interactive learning environment. The findings reveal that students place a high value on feeling heard and respected, advocating for active participation in decision-making processes. Conversely, lecturers underscore the empowering nature of democratic management in fostering student ownership of education and collaborative learning environments. The research identifies challenges in translating theory into practical techniques due to student reluctance and highlights the positive effects of providing students with opportunities for decision-making in class activities. Furthermore, the study emphasises the importance of flexibility and adaptability in the implementation of democratic practices. In conclusion, the research posits that effective democratic management is contingent upon nurturing a collaborative environment in which students feel empowered, while also ensuring alignment with educational objectives.

Interdisciplinary Journal of Education Research

Leveraging artificial intelligence as a learning tool in higher education

Implementation of democratic classroom management at a university: Practices and perceptions