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Abstract This qualitative study explores lecturers’ perspectives on the role of artificial intelligence (AI) in personalised learning within higher education. The rapid proliferation of AI has introduced numerous ethical challenges, including the potential for academic dishonesty and misuse. One concern highlighted in this study is maintaining academic integrity while fostering responsible and ethical AI use in educational contexts. Grounded in the Technology Acceptance Model, the research examines how lecturers navigate these complexities through innovative teaching and assessment strategies. Data were collected from 16 lecturers via open-ended questionnaires, and thematic analysis, guided by Braun and Clarke’s six-step framework, was employed to identify recurring themes. The study is limited in its reliance on self-reported data, which may not fully capture the nuances of lecturers’ experiences or practices. Additionally, the study is context-specific, focusing on a limited sample size, which may restrict the generalizability of the findings to broader contexts. Findings reveal that lecturers employ strategies such as using AI-detection tools like Turnitin to uphold academic integrity, redesigning assessments to include in-class components, and encouraging transparency by having students declare AI use. Another significant finding is the emphasis on fostering critical thinking skills to enable students to engage ethically with AI tools. The study recommends that higher education institutions train lecturers and students on ethical AI use, promote transparency in AI-assisted academic work, and invest in technologies that support these objectives. Revising assessment strategies to incorporate innovative, controlled formats is also suggested to mitigate misuse, ensuring the responsible integration of AI into educational practices.
Mulaudzi et al. (Tue,) studied this question.