Academics meet to examine the role of AI in higher education and its epistemological implications during UL’s 2025 Teaching and Learning Symposium, organised by the Centre for Academic Excellence. Photos: Linah Raphela
By Hunadi Mothlala – ulpublications@ul.ac.za
“Fear is normal.” With these words, Professor Elizabeth Archer set the tone for the University of Limpopo’s (UL) 2025 Teaching and Learning Symposium
Prof Archer, Director of Institutional Research at the University of the Western Cape, captured the mix of apprehension and anticipation that shaped three days of intense discussions on Artificial Intelligence (AI) and its growing impact on higher education.
Hosted by UL’s Centre for Academic Excellence (CAE), the symposium brought together academics, students, and education leaders under the theme “Teaching in the Era of Artificial Intelligence: Ethics, Agency and Innovation”. Central to the event was a critical question: how can universities leverage AI’s potential without exacerbating inequalities in a sector still affected by historical exclusion?
Prof Archer reminded delegates that every technological advancement, from the invention of the book to the rise of the internet, has sparked fear. “AI is no different. It’s here to stay and is becoming part of our daily lives. The solution is not to ban it but to provide students with training so it becomes a tool for critical thinking rather than a means of cheating.” She emphasised that AI holds potential to shift learning from mere memorisation to creativity and deeper inquiry. However, she acknowledged that uncertainty remains a significant barrier: “The greatest challenge is fear- fear from academics, fear from students, and fear of being labelled as cheating in the absence of clear guidelines.”
Professor Nicky Tjano, Acting Director for Teaching and Learning Strategy at the University of South Africa (Unisa), underscored the urgency of the situation, describing it as a “post-plagiarism era.” He said that with over 40% of South African students reportedly using AI for assignments and fewer than 10% of universities having established policies in place, the stakes are high. “If we ignore this moment, we risk producing graduates whose credentials employers no longer trust,” he warned.
Professor Richard Madadzhe, Deputy Vice-Chancellor for Teaching and Learning at UL, acknowledged fears about job displacement but reassured delegates: “There is a view that AI will replace people, but AI is not something to fear. It is a human creation, and humanity has always adapted to change.”
He also raised concerns about academic integrity in an AI-driven world, noting: “I tested an AI tool, and it flagged my own work as coming from elsewhere. How do we prove originality?”
Simultaneously, Professor Andre Vosloo from the University of KwaZulu-Natal (UKZN) urged delegates to consider the political implications of AI. “Curriculum co-creation isn’t neutral. AI doesn’t just enhance our teaching; it alters who holds authority, what constitutes knowledge, and who gets to participate.”
For UL, the symposium presented an opportunity to lead in navigating this complex, contested future. Prof Owence Chabaya, Acting Director of the CAE, emphasised UL’s mission to prepare graduates for a rapidly changing world. “AI must enhance our teaching, not undermine it,” she stated.
The programme featured panel discussions with UL academics, Hopi Mboweni, and Prof Thabe Matsebatlela, who grappled with the epistemological implications of AI. Their conversations highlighted both the opportunities and ethical challenges ahead.
For students, the event was transformative. Mpho Molefe, a third-year Bachelor of Education student, reflected on how the symposium reshaped his perspective. “Initially, I thought AI was just a shortcut. Now, I view it as a learning tool that can inspire creativity when used responsibly and guided by clear ethical standards.”