ORIGINAL RESEARCH article
Front. Sociol.
Sec. Race and Ethnicity
Volume 10 - 2025 | doi: 10.3389/fsoc.2025.1543471
This article is part of the Research TopicReimagining Futures: Decoloniality in Higher Education – An Ubuntu PerspectiveView all 5 articles
Artificial Intelligence (AI) in South African Universities: Curriculum Transformation and Decolonisation – Aid or Obstacle?
Provisionally accepted
- University of Pretoria, Pretoria, South Africa
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The integration of Artificial Intelligence (AI) in South African universities presents both opportunities and challenges, particularly within the context of curriculum transformation and decolonisation. This paper critically examines the relevance of AI in relation to the #FeesMustFall movement, which advocates for equitable access to education, and explores how these themes intersect with decolonisation efforts in South Africa. Although AI technologies promise advantages like tailored learning experiences, improved administrative processes, and enhanced research capabilities, they also present issues related to epistemic bias, digital disparities, and the reinforcement of Western-centric knowledge systems.Grounded in empirical research, this study investigates whether AI serves as an aid or an obstacle in South African higher education, with a specific focus on Historically White Universities (HWUs) and Historically Black Universities (HBUs). Using the Diffusion of Innovation (DOI) theory as a framework, the research explores disparities in AI adoption across institutions, analysing infrastructural constraints, policy gaps, and the broader implications of AI for knowledge production. The findings reveal that while HWUs have made significant strides in AI integration due to better funding and international collaborations, HBUs continue to face systemic barriers that hinder equitable access to AI-driven learning tools.Moreover, AI's reliance on Western datasets and epistemologies risks perpetuating digital colonialism, complicating ongoing efforts to decolonise the curriculum. This paper underlines the urgent need for Afrocentric AI models that align with local contexts and values, inclusive policy frameworks that address the needs highlighted by #FeesMustFall, and targeted investments in digital infrastructure. By doing so, it aims to ensure that AI contributes meaningfully to higher education curriculum transformation and decolonisation in South Africa.
Keywords: Artificial intelligence (AI), higher education, Curriculum transformation, Decolonization, 4th industrial revolution (4IR), Inclusive education, South African universities, #FeesMustFall
Received: 13 Jan 2025; Accepted: 19 Jun 2025.
Copyright: © 2025 Maimela and Mbonde. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Charles Maimela, University of Pretoria, Pretoria, South Africa
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