Impact of AI use on postgraduate students: a systematic review

Anathi Beauty Mabungela (), Sixolile Nyusani () and Ndumiso Mthalane ()
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Anathi Beauty Mabungela: University of KwaZulu-Natal, South Africa
Sixolile Nyusani: Walter Sisulu University, South Africa
Ndumiso Mthalane: University of KwaZulu-Natal, South Africa

Insights into Regional Development, 2025, vol. 7, issue 2, 158-170

Abstract: In the context of the fourth industrial revolution, postgraduate students in developing countries like South Africa increasingly employ artificial intelligence (AI) tools like ChatGPT to improve their academic performance. This study seeks to examine postgraduate students' viewpoints concerning the advantages of utilising AI tools, specifically ChatGPT, to attain academic achievement at historically disadvantaged universities in South Africa. This inquiry aims to achieve a comprehensive grasp of postgraduate studies in this sector through rigorous evaluation. There is an increasing trend in educational environments to integrate AI, particularly ChatGPT. This work employs a systematic review methodology to do a thorough literature evaluation of the impact of incorporating ChatGPT into teaching. The study utilises the Technology Acceptance Model to investigate the incorporation and uptake of ChatGPT in the postgraduate education of students from historically disadvantaged universities in South Africa. The conviction that ChatGPT enhances academic endeavours and streamlines research processes, therefore facilitating usability, underpins its acceptance and incorporation into postgraduate education. Consequently, postgraduate students are more inclined to view ChatGPT as a resource that can facilitate their academic pursuits. In light of these findings, educational institutions should create policies and procedures regarding the use of AI tools such as ChatGPT. Furthermore, postgraduate students must adhere to stringent standards enforcing a zero-tolerance stance on plagiarism.

Keywords: Artificial Intelligence (AI); university students; South Africa (search for similar items in EconPapers)
JEL-codes: O31 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:ssi:jouird:v:7:y:2025:i:2:p:158-170

DOI: 10.70132/z4973888974

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