Artificial intelligence (AI) is increasingly being integrated into higher education. Among these innovations, AI teaching assistants have emerged as tools that can provide immediate academic support, personalized feedback, and improved access to learning resources. Despite the growing adoption, limited research has explored students’ knowledge, attitudes, and acceptance of AI teaching assistants in African higher education contexts. The Technology Acceptance Model was adopted as a theoretical lens to explore South African university students’ Knowledge, Attitudes and Acceptance of AI teaching assistants in a clinical learning environment. A qualitative study design within an interpretivist paradigm was employed. Data were collected through semi-structured interviews with six undergraduate students who had experienced both traditional teaching approaches and AI-assisted learning. The data were analysed using thematic analysis. The findings revealed three key themes: students’ understanding of AI teaching assistants, attitudes toward AI-assisted learning, and acceptance and concerns regarding AI in clinical education. The results indicate that students generally demonstrate positive attitudes toward AI teaching assistants and recognize their usefulness for supporting independent learning. However, participants also expressed concerns regarding the accuracy of AI-generated information and emphasized the continued importance of human educators in clinical training. The study contributes context-specific insights into technology acceptance in African higher education, highlighting how perceived usefulness may remain strong even in resource-constrained environments.
Zijing Hu (Wed,) studied this question.