Challenges and Risks of Utilising AI Tools for Postgraduate Supervision in Higher Education: Perspectives from South Africa

Abstract

The integration of artificial intelligence (AI) tools into postgraduate supervision in higher education has accelerated globally, offering opportunities to enhance efficiency in research processes and academic mentoring. However, limited empirical evidence exists regarding the risks and challenges of this integration, particularly within Global South contexts such as South Africa. This study investigates the challenges associated with the use of AI tools in postgraduate supervision from a South African perspective. Anchored in a constructivist paradigm, the study adopts a qualitative research design, employing semi-structured interviews with 20 purposively selected participants—10 postgraduate students and 10 supervisors from faculties that are actively integrating AI into supervisory practices. Data were analysed thematically using qualitative content analysis. The findings identify six key challenges: increasing dependence on AI that may erode students’ critical thinking and originality; insufficient digital literacy and institutional support; financial and sustainability constraints; the questionable reliability and accuracy of AI-generated outputs; ethical dilemmas and limited cultural contextualisation; and resistance to technological change among supervisors. While acknowledging the potential of AI to enhance research productivity and the quality of supervision, the study cautions against its uncritical adoption, which may compromise academic integrity, creativity, and equity. It recommends institutional strategies, including subsidised AI access, structured training on ethical and critical AI use, the embedding of digital literacy in postgraduate curricula, and the fostering of collaboration with AI developers to ensure culturally relevant systems. A context-sensitive approach is essential to balance the affordances of AI with the preservation of human intellectual agency and critical scholarly engagement in postgraduate supervision.