Generative Artificial Intelligence (AI) Tools in Higher Education: A Moral Compass for the Future?

Abstract

Higher education is experiencing a paradigm shift with the advent of Generative Artificial Intelligence (AI) tools and large language models. This transformative approach is revolutionising education and the world of work and, if harnessed correctly, has the propensity to shape future minds. The study sought to understand academics' and teaching and learning (TandL) specialists' perceptions at a private higher education institution (PHEI) in South Africa (SA) regarding the ethical implications of using Generative AI tools in TandL prior to the institution taking a formal stance on the use of these tools. This qualitative exploratory study purposively selected 59 academics, researchers and TandL specialists across nine delivery sites at a PHEI in South Africa. Data was collected anonymously using an open-ended online questionnaire, and thematic analysis was performed. Five key themes emerged from the data: Academic integrity while maintaining agility; monitoring responsible ethical use and investments; protection of privacy; accessibility and equality and tools and systems for AI identification. The study also highlights the importance of considering the moral implications of Generative AI in education and how it can be used to shape the future of learning. This study contributes to the limited literature available on the use of AI in higher education TandL and its ethical implications in the global south.

Keywords

• artificial intelligence
• ethics
• private higher education
• South Africa
• teaching and learning