Artificial Intelligence in Teaching and Learning: Opportunities, Tensions, and Transformation in Higher Education.

Abstract

The growth of Artificial Intelligence (AI) is reshaping higher education globally, with increasing relevance for institutions such as the University of Fort Hare (UFH), which are navigating digital transformation within resource constrained contexts. At UFH, the emergence of AI tools presents both exciting opportunities to enhance teaching and learning, and complex challenges related to ethics, academic integrity, and digital readiness. While AI has the potential to support more flexible and personalized learning, there remains uncertainty about how it is being used and experienced by both students and lecturers. This study explores the use and implications of AI in teaching and learning at UFH, with a specific focus on students. It aims to examine the extent of AI adoption among students, how they engage with these tools in their everyday academic practices, and the implications of this engagement for the future of teaching, learning, and assessment within the institution. A mixed methods case study design was employed. Quantitative data was collected through survey questionnaires administered to students to identify patterns of AI use, perceived benefits, and levels of digital competence. This was complemented by qualitative data from semi-structured interviews and focus group discussions, which provided deeper insights into participants’ experiences, concerns, and expectations. The study is informed by the Community of Inquiry (CoI) framework. The findings reveal that while students are increasingly turning to AI tools for academic support such as idea generation, summarization, and content clarification. Participants expressed optimism about AI’s potential to enhance learning and concern about issues such as over reliance, plagiarism, and the erosion of critical thinking. The study also highlights gaps in institutional policy and development related to AI. The study concludes that AI can play a meaningful role in advancing  learning at UFH, but its successful integration depends on fostering a shared `z understanding of ethical use, strengthening digital literacy, and providing ongoing support for both staff and students.