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Artificial intelligence (AI) is increasingly important in tertiary education, offering personalized instruction, prompt feedback, and enhanced assessment methods. This study, framed through the Unified Theory of Acceptance and Use of Technology (UTAUT2), explores the use of AI in higher education, particularly highlighting the under-representation of African institutions in AI research from 1993 to 2020. It examines two AI initiatives in Africa, M-Shule in Kenya and Daptio in South Africa, that adapt content to national curriculum standards and provide personalized learning experiences. Utilizing a case study design, the research focuses on university students’ experiences with AI in higher education at one state university in Zimbabwe. The data generated showed that 93% reported positive perceptions due to AI’s efficiency and personalization, while 7% expressed concerns over reduced human interaction and data privacy. This study contributes uniquely by addressing the gap in AI research within African contexts, emphasizing the need for a balanced approach that integrates AI tools without compromising essential human elements in education. Recommendations include training for educators to effectively integrate AI tools and encouraging students to engage with new technologies. Policymakers are urged to address access barriers and promote ethical discussions in AI implementation. This research not only highlights AI’s benefits but also calls for a nuanced understanding of its implications in African educational settings.
Gawe et al. (Thu,) studied this question.