Harnessing Artificial Intelligence to Promote Inclusivity in Hybrid Model: Information Systems Academics' Perceptions

Globally, there is a noticeable shift in higher education institutions (HEIs). This shift in innovation is driven by artificial intelligence (AI). Initially, AI was not readily accepted in educational contexts because it requires significant changes, including reconsiderations of infrastructure and resources, as well as innovative reskilling. Although literature indicates a slight shift, many academics, researchers, and institutions recognize AI’s potential to enhance the provision of tuition. However, in universities of technology in the Global South, perceptions of AI for advancing tuition remain underexplored. Therefore, the aim of this study is to establish how AI is harnessed in tuition at Durban University of Technology (DUT). To address this gap, this study is underpinned by structuration theory, with three primary concepts, namely structure and human agency, deemed relevant for collecting academic opinions, experiences, and views about the main artifact under study. Accordingly, a qualitative approach aligned with the interpretivist paradigm was used to guide this research. An autoethnographic research design was employed because it permits the collection of participatory opinions and experiences about the artifact under study. The findings reveal that academics hold different views on AI harnessing hybrid pedagogy. Although contradictions were noted in their views, these were evaluated as stemming from a lack of policies and frameworks governing AI appropriation. The major contribution was based on three propositions. Limitations were also noted, as the study captured only participatory opinions. Therefore, the recommendation for future research is to address similar topics and opt for both quantitative and qualitative approaches to capture the views of academic representatives.