Overcoming Inertia: A systematic review of the stagnant integration of Artificial Intelligence in Online Learning at Universities of Technology in South Africa

Overcoming Inertia: A systematic review of the stagnant integration of Artificial Intelligence in Online Learning at Universities of Technology in South Africa

Lungile Ngcobo & Thandukwazi Ncube

Issue: Vol. 7 No. 4 2026 Article 3 pp.376 – 393
DOI : https://doi.org/10.38159/jelt.2026743 Published online 14th May 2026.

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ABSTRACT

The emergence of Artificial Intelligence (AI), especially generative AI, has the capacity to fundamentally reshape the higher education sector. University of Technologies (UoTs), institutions expected to lead technological adoption, integrating AI into teaching and learning frameworks, present a significant opportunity to enhance educational quality and student experiences. However, a pervasive apprehension that AI could undermine academic integrity, coupled with practical and ethical challenges, has led to notable stagnation in its widespread and meaningful adoption. This systematic review clarifies the diverse factors contributing to this inertia surrounding AI integration within UoT online learning environments. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this review synthesised evidence from academic literature, policy documents, and institutional case studies. The analysis identified several major barriers, including deficits in digital literacy among educators and students, inadequate technology infrastructure, a lack of AI-focused pedagogical training, insufficient institutional support, and ambiguous policy frameworks. Furthermore, ethical concerns regarding algorithmic bias and data privacy emerged as critical hurdles. Despite these challenges, the review affirms significant opportunities for AI to deliver personalized learning pathways, enhance administrative efficiency, and foster deeper student engagement. To move from stagnation to strategic implementation, this review recommends the urgent development of clear institutional policies and robust training programs for all stakeholders. Such measures are critical to ethically and effectively harness the power of AI and uphold academic principles in the digital age.

Keywords: Artificial Intelligence, Generative AI, Online learning, Higher Education, Stagnation, Educational Technology

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AUTHOR(S)

Miss Ngcobo is currently a Lecturer in the Finance and Information Management department at the Durban University of Technology. She holds a Master of Management Sciences specialising in Administration and Information Management, and has now completed a Doctor of Philosophy degree in Business and Information Management. Her research primarily focuses on information management, Information distribution, digital transformation, student recruitment, and student engagement in higher education. Her primary focus is on identifying and assessing policies and practices that could improve access to higher education.

Dr. Thandukwazi Ncube is a distinguished scholar and researcher with a focus on Business and Information Management. Demonstrating a profound dedication to the field of education, Dr. Ncube presently occupies the position of Head of the Department of Finance and Information Management at a prestigious academic institution. His scholarly investigation emphasizes innovative pedagogical methodologies, the digital transformation within higher education, and the nexus between technology and management practices. Dr. Ncube has an extensive portfolio of publications, has made significant contributions to numerous academic conferences, and actively advocates for the cultivation of collaborative learning environments. He holds a robust conviction in the transformative potential of education to effect societal change and is committed to nurturing the next generation.

TO CITE ARTICLE

Ngcobo, Lungile, and Thandukwazi Ncube. “Overcoming Inertia: A systematic review of the stagnant integration of Artificial Intelligence in Online Learning at Universities of Technology in South Africa.” Journal of Education and Learning Technology 7, no.4 (2026): 376 – 393. https://doi.org/10.38159/jelt.2026743