E-Journal of Humanities, Arts and Social Sciences (EHASS) - ISSN 2720-7722

Aderibigbe, Adebayo Olusegun, Peter Efosa Ohenhen, Nwabueze Kelvin Nwaobia, Joachim Osheyor Gidiagba, and Emmanuel Chigozie Ani. “Artificial Intelligence in Developing Countries: Bridging the Gap between Potential and Implementation.” Computer Science & IT Research Journal 4, no. 3 (2023): 185–99.

Apata, S. B., and S. O. Oladapo. From Chalkboards to Chatbots: Revolutionising the Future of Teaching in Universities through Artificial Intelligence. In The Role of AI in Enhancing Teaching/Learning, Research and Community Service in Higher Education. 1st ed. Sterling, 2025.

Apata, Stella Bolanle, Oluwatobi Mary Owojori, Yusuf Olayinka Shogbesan, and Michael Kenneth Ugom. “Artificial Intelligence and Multiliteracies: Preparing Learners for a Technologically Evolving World.” International Journal of New Education, no. 15 (July 31, 2025). https://doi.org/10.24310/ijne.15.2025.21332.

World Bank. “Nigeria Digital Economy Diagnostic Report.” A Plan for Building Nigeria’s Inclusive Digital Future. World Bank, Washington, DC. USA, 2019.

Bender, Emily M., Timnit Gebru, Angelina McMillan-Major, and Shmargaret Shmitchell. “On the Dangers of Stochastic Parrots.” In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 610–23. New York, NY, USA: ACM, 2021. https://doi.org/10.1145/3442188.3445922.

Birhane, Abeba. “Algorithmic Injustice: A Relational Ethics Approach.” Patterns 2, no. 2 (February 2021): 100205. https://doi.org/10.1016/j.patter.2021.100205.

Buolamwini, Joy, and Timnit Gebru. “Gender Shades: Intersectional Accuracy Disparities in Commercial Gender Classification.” In Conference on Fairness, Accountability and Transparency, 77–91. PMLR, 2018.

Chen, Lijia, Pingping Chen, and Zhijian Lin. “Artificial Intelligence in Education: A Review.” IEEE Access 8 (2020): 75264–78. https://doi.org/10.1109/ACCESS.2020.2988510.

Commission, Nigeria Data Protection. “Nigeria Data Protection Act 2023,” 2023.

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Cowls, Josh, Andreas Tsamados, Mariarosaria Taddeo, and Luciano Floridi. “A Definition, Benchmark and Database of AI for Social Good Initiatives.” Nature Machine Intelligence 3, no. 2 (February 17, 2021): 111–15. https://doi.org/10.1038/s42256-021-00296-0.

Crompton, Helen, and Diane Burke. “Artificial Intelligence in Higher Education: The State of the Field.” International Journal of Educational Technology in Higher Education 20, no. 1 (April 24, 2023): 22. https://doi.org/10.1186/s41239-023-00392-8.

Dwivedi, Yogesh K., Nir Kshetri, Laurie Hughes, Emma Louise Slade, Anand Jeyaraj, Arpan Kumar Kar, Abdullah M. Baabdullah, et al. “Opinion Paper: ‘So What If ChatGPT Wrote It?’ Multidisciplinary Perspectives on Opportunities, Challenges and Implications of Generative Conversational AI for Research, Practice and Policy.” International Journal of Information Management 71 (August 2023): 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642.

Farrokhnia, Mohammadreza, Seyyed Kazem Banihashem, Omid Noroozi, and Arjen Wals. “A SWOT Analysis of ChatGPT: Implications for Educational Practice and Research.” Innovations in Education and Teaching International 61, no. 3 (May 3, 2024): 460–74. https://doi.org/10.1080/14703297.2023.2195846.

Floridi, Luciano, Josh Cowls, Monica Beltrametti, Raja Chatila, Patrice Chazerand, Virginia Dignum, Christoph Luetge, et al. “AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations.” Minds and Machines 28, no. 4 (December 26, 2018): 689–707. https://doi.org/10.1007/s11023-018-9482-5.

Holmes, Wayne, and Fengchun Miao. Guidance for Generative AI in Education and Research. UNESCO Publishing, 2023.

Hong, Quan Nha, Sergi Fàbregues, Gillian Bartlett, Felicity Boardman, Margaret Cargo, Pierre Dagenais, Marie-Pierre Gagnon, et al. “The Mixed Methods Appraisal Tool (MMAT) Version 2018 for Information Professionals and Researchers.” Education for Information 34, no. 4 (December 18, 2018): 285–91. https://doi.org/10.3233/EFI-180221.

Jobin, Anna, Marcello Ienca, and Effy Vayena. “The Global Landscape of AI Ethics Guidelines.” Nature Machine Intelligence 1, no. 9 (September 2, 2019): 389–99. https://doi.org/10.1038/s42256-019-0088-2.

Kamilaris, Andreas, and Francesc X. Prenafeta-Boldú. “Deep Learning in Agriculture: A Survey.” Computers and Electronics in Agriculture 147 (April 2018): 70–90. https://doi.org/10.1016/j.compag.2018.02.016.

Kasneci, Enkelejda, Kathrin Sessler, Stefan Küchemann, Maria Bannert, Daryna Dementieva, Frank Fischer, Urs Gasser, et al. “ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education.” Learning and Individual Differences 103 (April 2023): 102274. https://doi.org/10.1016/j.lindif.2023.102274.

Klompenburg, Thomas van, Ayalew Kassahun, and Cagatay Catal. “Crop Yield Prediction Using Machine Learning: A Systematic Literature Review.” Computers and Electronics in Agriculture 177 (October 2020): 105709. https://doi.org/10.1016/j.compag.2020.105709.

Liakos, Konstantinos, Patrizia Busato, Dimitrios Moshou, Simon Pearson, and Dionysis Bochtis. “Machine Learning in Agriculture: A Review.” Sensors 18, no. 8 (August 14, 2018): 2674. https://doi.org/10.3390/s18082674.

Lo, Chung Kwan, Khe Foon Hew, and Morris Siu-yung Jong. “The Influence of ChatGPT on Student Engagement: A Systematic Review and Future Research Agenda.” Computers & Education 219 (October 2024): 105100. https://doi.org/10.1016/j.compedu.2024.105100.

Martin, Florence, Yan Chen, Robert L. Moore, and Carl D. Westine. “Systematic Review of Adaptive Learning Research Designs, Context, Strategies, and Technologies from 2009 to 2018.” Educational Technology Research and Development 68, no. 4 (August 15, 2020): 1903–29. https://doi.org/10.1007/s11423-020-09793-2.

Mittelstadt, Brent. “Principles Alone Cannot Guarantee Ethical AI.” Nature Machine Intelligence 1, no. 11 (November 4, 2019): 501–7. https://doi.org/10.1038/s42256-019-0114-4.

Mohamed, Shakir, Marie-Therese Png, and William Isaac. “Decolonial AI: Decolonial Theory as Sociotechnical Foresight in Artificial Intelligence.” Philosophy & Technology 33, no. 4 (December 12, 2020): 659–84. https://doi.org/10.1007/s13347-020-00405-8.

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Okolo, Chinasa T. “AI in the Global South: Opportunities and Challenges towards More Inclusive Governance.” The Brookings Institution 2 (2023).

Ouyang, Fan, and Pengcheng Jiao. “Artificial Intelligence in Education: The Three Paradigms.” Computers and Education: Artificial Intelligence 2 (2021): 100020. https://doi.org/10.1016/j.caeai.2021.100020.

Page, Matthew J, Joanne E McKenzie, Patrick M Bossuyt, Isabelle Boutron, Tammy C Hoffmann, Cynthia D Mulrow, Larissa Shamseer, et al. “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” BMJ, March 29, 2021, n71. https://doi.org/10.1136/bmj.n71.

Raji, Inioluwa Deborah, Andrew Smart, Rebecca N. White, Margaret Mitchell, Timnit Gebru, Ben Hutchinson, Jamila Smith-Loud, Daniel Theron, and Parker Barnes. “Closing the AI Accountability Gap.” In Proceedings of the 2020 Conference on Fairness, Accountability, and Transparency, 33–44. New York, NY, USA: ACM, 2020. https://doi.org/10.1145/3351095.3372873.

Rajkomar, Alvin, Jeffrey Dean, and Isaac Kohane. “Machine Learning in Medicine.” New England Journal of Medicine 380, no. 14 (April 4, 2019): 1347–58. https://doi.org/10.1056/NEJMra1814259.

Secinaro, Silvana, Davide Calandra, Aurelio Secinaro, Vivek Muthurangu, and Paolo Biancone. “The Role of Artificial Intelligence in Healthcare: A Structured Literature Review.” BMC Medical Informatics and Decision Making 21, no. 1 (December 10, 2021): 125. https://doi.org/10.1186/s12911-021-01488-9.

Tlili, Ahmed, Boulus Shehata, Michael Agyemang Adarkwah, Aras Bozkurt, Daniel T. Hickey, Ronghuai Huang, and Brighter Agyemang. “What If the Devil Is My Guardian Angel: ChatGPT as a Case Study of Using Chatbots in Education.” Smart Learning Environments 10, no. 1 (February 22, 2023): 15. https://doi.org/10.1186/s40561-023-00237-x.

Topol, Eric J. “High-Performance Medicine: The Convergence of Human and Artificial Intelligence.” Nature Medicine 25, no. 1 (January 7, 2019): 44–56.https://doi.org/10.1038/s41591-018-0300-7.

Vinuesa, Ricardo, Hossein Azizpour, Iolanda Leite, Madeline Balaam, Virginia Dignum, Sami Domisch, Anna Felländer, Simone Daniela Langhans, Max Tegmark, and Francesco Fuso Nerini. “The Role of Artificial Intelligence in Achieving the Sustainable Development Goals.” Nature Communications 11, no. 1 (January 13, 2020): 233. https://doi.org/10.1038/s41467-019-14108-y.

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Zawacki-Richter, Olaf, Victoria I. Marín, Melissa Bond, and Franziska Gouverneur. “Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators?” International Journal of Educational Technology in Higher Education 16, no. 1 (December 28, 2019): 39. https://doi.org/10.1186/s41239-019-0171-0.

Zhu, Haotian, Yao Sun, and Junfeng Yang. “Towards Responsible Artificial Intelligence in Education: A Systematic Review on Identifying and Mitigating Ethical Risks.” Humanities and Social Sciences Communications 12, no. 1 (July 16, 2025): 1111. https://doi.org/10.1057/s41599-025-05252-6.

Dr Margaret Chauke is a Senior Lecturer in the Department of Inclusive Education at the University of South Africa (UNISA). She holds a PhD in Inclusive Education, with research interests in inclusive pedagogy, augmentative and alternative communication (AAC), and disability studies. Drawing on extensive experience as a teacher, school principal, and Institutional Devela

Dr Stella Bolanle Apata holds a PhD in Language Education and is a Lecturer in the Department of Arts Education, Adekunle Ajasin University, Akungba-Akoko, Nigeria. She is also a Postdoctoral Research Fellow in the College of Education at the University of South Africa (UNISA), Pretoria, South Africa. Her interdisciplinary scholarship focuses on artificial intelligence in education, digital literacy, language education, multilingualism, teacher education, digital citizenship, higher education and educational innovation. Her research particularly examines how emerging technologies can enhance teaching, learning, research, workforce readiness and equitable educational participation in African and Global South contexts. She has published journal articles and scholarly book chapters and has contributed to edited academic volumes with international publishers. Her broader scholarly interests include decolonial education, indigenous knowledge systems, multiliteracies, educational sustainability and the ethical integration of digital technologies into education.

Professor Itumeleng I. Setlhodi is an academic in the College of Education at the University of South Africa (UNISA). She holds a Doctor of Education in Educational Studies, with doctoral research focused on educational leadership, institutional values and strategies for improving organisational and school performance. Her extensive professional experience spans educational leadership and management, academic quality assurance and enhancement, mentorship and coaching, teacher and school leadership development, and community engagement. Her research interests include educational leadership, values education, quality assurance, mentorship, student engagement, gender studies, and leadership development. Professor Setlhodi has supervised master’s and doctoral students, served as an external examiner, reviewed research proposals and scholarly publications, and contributed to national initiatives concerned with educational leadership and professional development. She has also led community-engagement initiatives focusing on youth and learner leadership development.

opment Support Officer (IDSO), her work focuses on advancing inclusive educational practices and improving learning opportunities for learners with diverse educational needs.

Matshidiso Mathildah Dladla is an Adjunct Academic in the Department of Inclusive Education at the University of South Africa (UNISA) and a PhD candidate in Inclusive Education. Her doctoral research focuses on differentiated instruction and barriers to learning in Grade 4 English First Additional Language. Her research interests include inclusive pedagogy, differentiated instruction, curriculum development, and digital equity. Her academic and professional work focuses on promoting equitable and supportive learning environments for diverse learners.

Apata, Stella Bolanle, and Itumeleng Innocentia Setlhodi. “Unlocking new frontiers: AI-Enabled innovation in research, teaching and community engagement in Nigeria: A systematic review.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2445 – 2461. https://doi.org/10.38159/ehass.20267819