‘Working Smarter’ or ‘Working Harder’: Is Artificial Intelligence Hurting or Helping Teaching and Learning Approaches in Private Higher Education?

Abstract

Artificial intelligence (AI) is revolutionising higher education (HE) in ways that were once thought impossible - from personalised learning to predictive analytics. Based on their predisposition towards technology acceptance, higher education institutions’ (HEIs) response to AI integration is either proactive or reactive,. The key research objective is to understand perceptions of AI among educators to assess whether AI is seen as a tool for enhancing pedagogical efficiency ('working smarter') or as a source of additional workload ('working harder'). Following an interpretivist paradigm and a purposive sampling approach, 40 academics and Teaching and Learning (T&L) specialists at a private higher education institution (PHEI) in South Africa were consulted using an open-ended online questionnaire. From this analysis, three key themes emerged: Lack of AI Use, Permission of Use, and Enhanced and Efficient T&L. Most participants did not have exposure to AI tools, with a significant number indicating that they intend to engage with AI tools in the future. A favoured response was given to the implementation of AI in PHE, with most indicating that it should be formally permitted and encouraged within the institution. Integrating AI into T&L may create robust engagement if used correctly; however, there are differing views on AI serving as a framework for deeper learning, creativity and innovation.