{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,15]],"date-time":"2026-07-15T05:17:49Z","timestamp":1784092669358,"version":"3.55.0"},"reference-count":35,"publisher":"Association for Computing Machinery (ACM)","issue":"2","content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["Digit. Gov.: Res. Pract."],"published-print":{"date-parts":[[2025,6,30]]},"abstract":"<jats:p>The rapid progression of generative artificial intelligence (GenAI) tools has raised significant interest and concern in academia. Instances of students submitting AI-generated assignments prompt investigations into implications for teaching, learning, and academic integrity. Recent publications highlight concerns such as a lack of conceptual understanding, threats to academic integrity, and disruptions to traditional assessment methods. While recognizing benefits like automated scoring and personalized learning, authors stress the responsible use of GenAI, emphasizing the educator's role in guiding students. This commentary identifies opportunities and threats of GenAI in African university contexts. Opportunities include increased operational efficiency, content generation, automated assessment, recognition of accessibility needs, overcoming language barriers, and accelerated research. However, these tools require human correction and cautious consideration of job displacement concerns. Threats encompass job displacement, privacy and security issues, threats to academic integrity, hallucinations\/confabulations of GenAI, access and infrastructure challenges, technological overemphasis, lack of customization for local needs and cultural contexts, dependency on external providers, and unaffordable costs. The need for robust guidelines that balance technological advances with traditional teaching methods in African universities is emphasized. Given digital transformation initiatives like the African Union's Agenda 2063 and Botswana's SmartBots strategy, integrating GenAI could shape the future of African tertiary education. Proactive policies should address ethical concerns, ensure access, and make GenAI tools available, requiring a collaborative effort to navigate its impact responsibly.<\/jats:p>","DOI":"10.1145\/3689215","type":"journal-article","created":{"date-parts":[[2024,8,21]],"date-time":"2024-08-21T23:32:59Z","timestamp":1724283179000},"page":"1-11","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":14,"title":["GenAI in the Context of African Universities: A Crisis of Tertiary Education or Its New Dawn?"],"prefix":"10.1145","volume":"6","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1865-8586","authenticated-orcid":false,"given":"Irina","family":"Zlotnikova","sequence":"first","affiliation":[{"name":"Computing and Informatics, Botswana International University of Science and Technology","place":["Palapye, Botswana"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6961-5906","authenticated-orcid":false,"given":"Hlomani","family":"Hlomani","sequence":"additional","affiliation":[{"name":"Computing and Informatics, Botswana International University of Science and Technology","place":["Palapye, Botswana"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2025,6,16]]},"reference":[{"key":"e_1_3_1_2_2","doi-asserted-by":"publisher","DOI":"10.53761\/1.20.02.01"},{"key":"e_1_3_1_3_2","unstructured":"African Union. 2013. Agenda 2063: The Africa we want. African Union Addis Ababa Ethiopia 2013. Retrieved August 30 2024 from https:\/\/au.int\/agenda2063"},{"key":"e_1_3_1_4_2","unstructured":"Government of Botswana. 2020. SmartBots: Digital society reinvented. SmartBots 2020. Retrieved August 03 2024 from https:\/\/smartbots.gov.bw"},{"key":"e_1_3_1_5_2","unstructured":"Emma Sabzalieva and Arianna Valentini. 2023. ChatGPT and artificial intelligence in higher education: Quick start guide. UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). Retrieved August 30 2024 from https:\/\/iesalc.unesco.org"},{"key":"e_1_3_1_6_2","unstructured":"Emma Hankins Pablo Fuentes Nettel Livia Martinescu Gonzalo Grau and Sulamaan Rahim. 2024. Government AI Readiness Index 2023. Oxford Insights. Retrieved August 30 2024 from https:\/\/oxfordinsights.com"},{"key":"e_1_3_1_7_2","unstructured":"Simnikiwe Mzekandaba. 2024. South Africa must make moves on AI regulation. ITWeb. Published February 28 2024. Retrieved August 29 2024 from https:\/\/www.itweb.co.za\/article\/south-africa-must-make-moves-on-ai-regulation\/P3gQ2qGANZk7nRD1"},{"key":"e_1_3_1_8_2","unstructured":"Emile Ormond. 2023. Artificial intelligence in South Africa comes with special dilemmas - plus the usual risks. The Conversation. Published January 27 2023. Retrieved August 29 2024 from https:\/\/theconversation.com\/artificial-intelligence-in-south-africa-comes-with-special-dilemmas-plus-the-usual-risks-197564"},{"key":"e_1_3_1_9_2","unstructured":"Working Group on AI. 2018. The Mauritius artificial intelligence strategy. Government of Mauritius Port Louis 2018. Retrieved August 30 2018 from https:\/\/ncb.govmu.org\/ncb\/strategicplans\/MauritiusAIStrategy2018.pdf"},{"key":"e_1_3_1_10_2","unstructured":"Ministry of Technology Communication and Innovation of Mauritius. 2018. Digital Mauritius 2030. Government of Mauritius. Retrieved August 30 2024 from https:\/\/ncb.govmu.org\/ncb\/strategicplans\/DigitalMauritius2030.pdf"},{"key":"e_1_3_1_11_2","unstructured":"Ministry of ICT and Innovation of Rwanda. 2022. The National AI Policy of Rwanda. Digital Watch. Retrieved from on August 30 2024 from https:\/\/dig.watch\/resource\/the-national-ai-policy-of-rwanda"},{"key":"e_1_3_1_12_2","unstructured":"D4DHub. 2023. Implementing a national AI policy: Key lessons from Rwanda. 28 November 2023. Retrieved March 13 2024 from https:\/\/d4dhub.eu\/fr\/news\/implementing-a-national-ai-policy-key-lessons-from-rwanda"},{"key":"e_1_3_1_13_2","unstructured":"Ministry of Digital Affairs and Digitalization of Benin. 2023. National artificial intelligence and big data strategy. Government of Benin Porto-Novo 2023. Retrieved August 30 2024 from https:\/\/dig.watch\/resource\/the-national-strategy-for-artificial-intelligence-and-big-data-sniam-of-benin"},{"key":"e_1_3_1_14_2","doi-asserted-by":"crossref","unstructured":"Ulrike Cress and Joachim Kimmerle. 2023. Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning 18 4 (2023) 607--614.","DOI":"10.1007\/s11412-023-09409-w"},{"key":"e_1_3_1_15_2","first-page":"45","article-title":"Embracing ChatGPT and other generative AI tools in higher education: The importance of fostering trust and responsible use in teaching and learning","author":"Sim Jonathan","year":"2023","unstructured":"Jonathan Sim. 2023. Embracing ChatGPT and other generative AI tools in higher education: The importance of fostering trust and responsible use in teaching and learning. HESB 2023, 13 (2023), 45\u201349.","journal-title":"HESB"},{"key":"e_1_3_1_16_2","first-page":"644","volume-title":"Studies in Health Technology and Informatics","author":"Mohammad Bushra","year":"2023","unstructured":"Bushra Mohammad, Tourjana Supti, Mahmood Alzubaidi, Hurmat Shah, Tanvir Alam, Zubeir Shah, and Mowafa Househ. 2023. The pros and cons of using ChatGPT in medical education: A scoping review. In Studies in Health Technology and Informatics. IOS Press, 2023, 644\u2013647."},{"key":"e_1_3_1_17_2","first-page":"1","article-title":"Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse","author":"Perkins Mike","year":"2023","unstructured":"Mike Perkins, Jasper Roe, James McGaughran, and Don Hickerson. 2023. Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse. Journal of Academic Ethics 22, 1 (2023), 1\u201325.","journal-title":"Journal of Academic Ethics"},{"key":"e_1_3_1_18_2","doi-asserted-by":"publisher","DOI":"10.1007\/s40979-023-00140-5"},{"key":"e_1_3_1_19_2","article-title":"Generative AI writing tools: How they work, what they do, and why they matter","author":"McKnight Lucinda","year":"2023","unstructured":"Lucinda McKnight and Troy Hicks. 2023. Generative AI writing tools: How they work, what they do, and why they matter. In What PreK-12 Teachers Should Know About Educational Technology in 2023: A Research-to-Practice AnthologyPublisher: Association for the Advancement of Computing in Education (AACE).","journal-title":"What PreK-12 Teachers Should Know About Educational Technology in 2023: A Research-to-Practice AnthologyPublisher: Association for the Advancement of Computing in Education (AACE)"},{"key":"e_1_3_1_20_2","doi-asserted-by":"publisher","DOI":"10.5204\/mcj.3004"},{"key":"e_1_3_1_21_2","unstructured":"Bethany Hiatt. 2023. National expert task force to be set up in bid to help Australian schools harness tools such as ChatGPT. The West Australian. Published February 28 2023. Retrieved August 29 2024 from https:\/\/thewest.com.au\/news\/education\/national-expert-task-force-to-be-set-up-in-bid-to-help-australian-schools-harness-tools-such-as-chatgpt-c-9895269"},{"key":"e_1_3_1_22_2","unstructured":"Louisa Clarence-Smith. 2023. Goodbye homework!' Elon Musk praises AI chatbot that writes student essays. The Telegraph. Published January 5 2023. Retrieved August 28 2024 from https:\/\/www.telegraph.co.uk\/news\/2023\/01\/05\/homework-elon-musk-chatgpt-praises-ai-chatbot-writes-students\/"},{"key":"e_1_3_1_23_2","article-title":"Queensland public schools to join NSW in banning students from ChatGPT","author":"Cassidy Caitlin","year":"2023","unstructured":"Caitlin Cassidy. 2023. Queensland public schools to join NSW in banning students from ChatGPT. The Guardian (2023).","journal-title":"The Guardian"},{"key":"e_1_3_1_24_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeo.2023.100151"},{"issue":"2","key":"e_1_3_1_25_2","first-page":"1","article-title":"Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study","volume":"6","author":"Adarkwah Michael","year":"2023","unstructured":"Michael Adarkwah, Samuel Amponsah, Micheal Van Wyk, Ronghuai Huang, Ahmed Tlili, Boulus Shehata, Ahmed H. S. Metwally, and Huanhuan Wang. 2023. Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study. Journal of Applied Learning and Teaching 6, 2 (2023), 1\u201316.","journal-title":"Journal of Applied Learning and Teaching"},{"key":"e_1_3_1_26_2","article-title":"AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention","author":"Hashem Reem","year":"2024","unstructured":"Reem Hashem, Nagla Ali, Farah Zein, Patricia Fidalgo, and Othman Abu Khurma. 2024. AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research and Practice in Technology Enhanced Learning 19, 1 (2024), 023.","journal-title":"Research and Practice in Technology Enhanced Learning"},{"key":"e_1_3_1_27_2","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2023.2172044"},{"key":"e_1_3_1_28_2","doi-asserted-by":"publisher","DOI":"10.1186\/s13054-023-04380-2"},{"key":"e_1_3_1_29_2","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pbio.3002184"},{"key":"e_1_3_1_30_2","first-page":"1","article-title":"From ChatGPT to ThreatGPT: Impact of generative AI in cybersecurity and privacy","volume":"99","author":"Gupta Maanak","year":"2023","unstructured":"Maanak Gupta, CharanKumar Akiri, Kshitiz Aryal, Eli Parker, and Lopamudra Praharaj. 2023. From ChatGPT to ThreatGPT: Impact of generative AI in cybersecurity and privacy. IEEE Access 99 (2023), 1\u20131.","journal-title":"IEEE Access"},{"key":"e_1_3_1_31_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10676-023-09728-4"},{"key":"e_1_3_1_32_2","unstructured":"Ethan Dickey and Andres Bejarano. 2023. A model for integrating generative AI into course content development. 2023. Retrieved November 18 2023 from https:\/\/www.researchgate.net\/publication\/373333352_A_Model_for_Integrating_Generative_AI_into_Course_Content_Development"},{"key":"e_1_3_1_33_2","doi-asserted-by":"publisher","DOI":"10.1186\/s41239-023-00408-3"},{"key":"e_1_3_1_34_2","doi-asserted-by":"publisher","DOI":"10.1007\/s44163-023-00091-3"},{"key":"e_1_3_1_35_2","doi-asserted-by":"publisher","DOI":"10.22554\/ijtel.v3i1.49"},{"key":"e_1_3_1_36_2","doi-asserted-by":"publisher","DOI":"10.1186\/s40561-023-00269-3"}],"container-title":["Digital Government: Research and Practice"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3689215","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,16]],"date-time":"2025-06-16T12:24:33Z","timestamp":1750076673000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3689215"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,6,16]]},"references-count":35,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2025,6,30]]}},"alternative-id":["10.1145\/3689215"],"URL":"https:\/\/doi.org\/10.1145\/3689215","relation":{},"ISSN":["2691-199X","2639-0175"],"issn-type":[{"value":"2691-199X","type":"print"},{"value":"2639-0175","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,6,16]]},"assertion":[{"value":"2023-11-29","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2024-08-08","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-06-16","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}