Generative Artificial Intelligence in South Africa’s Higher Education: Assessing Readiness and Responsible Adoption
Modiba F. S. 1, Segooa M. A. 2, Motjolopane I. 1
1 Nelson Mandela University, South Africa
2 Tshwane University of Technology, South Africa
The use of Generative Artificial Intelligence (AI) presents both opportunities and challenges in the South African higher education sector, particularly when guidelines for its use are lacking. The absence of comprehensive policies and frameworks is problematic, as it enables the unethical deployment of these tools and fosters inappropriate institutional responses to their use. This chapter aims to explore the readiness and levels of Generative AI adoption in South African universities. The study used a systematic literature review to research the phenomenon. Data were sourced from databases such as ScienceDirect and Scopus, as well as institutional reports and policies, to ensure comprehensive coverage of the topic under investigation, and analysed using content analysis guided by the Generative AI maturity framework. The results highlight varying levels of adoption, from exploration to implementation. Therefore, this study presents a framework for institutions to assess their Generative AI readiness and to identify gaps, thereby informing the formulation of policies and guidelines for the use of these tools. The study contributes to the limited literature on universities’ readiness to foster a supportive environment for Generative AI tools in higher education. Additionally, it offers practical guidelines for policymakers to address potential readiness and adoption gaps.
generative artificial intelligence, responsible artificial intelligence, higher education, readiness, South Africa.
APA
Modiba, F. S., Segooa, M. A., & Motjolopane, I. (2026). Generative artificial intelligence in South Africa’s higher education: Assessing readiness and responsible adoption. In Y. B. Melnyk & M. A. Segooa (Eds.), Artificial Intelligence in Digital Society, Vol. 1. (pp. 174–187). KRPOCH. https://doi.org/10.26697/aids.2026.12
Harvard
Modiba, F. S., Segooa, M. A., & Motjolopane, I. "Generative artificial intelligence in South Africa’s higher education: Assessing readiness and responsible adoption. In Y. B. Melnyk & M. A. Segooa (Eds.)". Artificial Intelligence in Digital Society, Vol. 1. [online] pp. 174–187. viewed 10 March 2026, https://culturehealth.org/hogokz_knigi/Arhiv_DOI/aids/aids.2026.12.pdf Vancouver
Modiba F. S., Segooa M. A., & Motjolopane I. Generative artificial intelligence in South Africa’s higher education: Assessing readiness and responsible adoption. In Y. B. Melnyk & M. A. Segooa (Eds.). Artificial Intelligence in Digital Society, Vol. 1. [Internet]. [cited 10 March 2026]; 174–187. Available from: https://doi.org/10.26697/aids.2026.12 https://culturehealth.org/hogokz_knigi/Arhiv_DOI/aids/aids.2026.12.pdf
Modiba Florah Sewela – https://orcid.org/0000-0001-6905-067X; D LITT ET PHIL in Development Studies, Senior Lecturer, Department of Development Studies, Nelson Mandela University, Gqeberha, South Africa.
Segooa Mmatshuene Anna – https://orcid.org/0000-0002-4190-8256; Doctor of Computing, Senior Lecturer, Department of Informatics, Tshwane University of Technology, Pretoria, South Africa.