Artificial intelligence (AI) is reshaping higher education worldwide, raising tensions between efficiency, equity, and autonomy. This paper examines these dynamics in South Africa and Kenya, two countries that illustrate distinct governance frameworks and infrastructural challenges within African higher education. Using qualitative document analysis of policy frameworks, scholarly literature, and institutional reports, the study investigates how AI integration offers opportunities for personalized learning, streamlined administration, and enhanced educational quality, while simultaneously exposing risks related to algorithmic bias, digital divides, and the erosion of student agency. The findings show that AI can improve efficiency and enrich student experiences, but without ethical safeguards it may reinforce existing inequalities and diminish learner autonomy. Through situating the analysis in South Africa and Kenya, the paper contributes to debates on AI in education by demonstrating that efficiency gains must be balanced with equity and autonomy considerations. The study concludes with recommendations for educators and policymakers on responsible AI adoption, emphasizing ethical literacy, inclusive infrastructure, and participatory approaches to ensure that technological innovation enhances rather than undermines social justice in higher education.
Sevhake et al. (Wed,) studied this question.