🔹 Active user, exploring continually

🔹How can we harness the potential of AI to create personalised, adaptive learning pathways that cater to the diverse needs and abilities of our students, while ensuring that these pathways remain with the vision, mission and attributes all while remaining inclusive, accessible, and socially responsible?

What strategies can we employ to strike a balance between leveraging AI to enhance student learning and preventing its misuse, such as relying too heavily on AI-generated content or compromising academic integrity through unchecked AI-assisted submissions. Are we ahead of the ever evolving?

Experiences in AI: I've been playing around for quite a while, with most of my experience coming from ChatGPT (purely because I enjoy its platform and outcomes a lot more). I actively use it for system strengthening, research, and teaching-and-learning, and as I become more competent, it will likely be a big part of my own daily tasks.

My biggest AI question: I would say my biggest question stems from my biggest concern - the ultimate use of the system my humans. Its a tool, and tools are only as effective as the person who knows how to use it effectively, appropriately and ethically. Given the knowledge base is primarily from the Global North, not always vetted appropriately, and at risk of various biases, ensuring that systems acknowledge these to support use is needed. So, the question I guess is: how do we achieve the best possible human-use of AI?

My scholarly development reflects my unique dual professionalism as an accountant and education practitioner, culminating in my MEd dissertation on this dual professionalism. I am now in the final stages of a PhD in Accounting Sciences, focusing on alternative engagement and assessment in accounting education.

My teaching philosophy centers on inclusivity, adaptability, and authenticity. I aim to accommodate diverse learning styles, cultural backgrounds, and levels of experience while embracing the reciprocal nature of learning. The dynamic fields of Accounting and Higher Education demand continuous adaptability, and I remain responsive to institutional changes, technological advances, and real-time classroom dynamics.

Authenticity is at the core of my teaching; I aim, not only to assist my students to pass exams, but also to develop responsible global citizens equipped with essential life skills such as financial literacy and critical thinking. Student motivation, engagement and overall satisfaction are high priorities for me as a facilitator.

What excites me most about AI in education is the endless possibilities it offers. I frequently use ChatGPT as a sounding board and a first point of reference when crafting stories for upcoming assessments. Additionally, AI plays a crucial role in my research, helping me develop strong research questions, refine objectives, and establish a solid framework.

While my experience with AI in education is still somewhat limited, I am eager to explore its potential further. One of my biggest questions about AI in teaching, learning, and assessment is how to effectively integrate it into higher education while maintaining academic integrity and critical thinking skills among students.

I have undertaken a few courses on AI, including prompting course. I am currently undertaking a research project on AI use in T&L and students perspectives.

My interest in AI is in how we can use it to save time and increase our creativity. I would also like to learn more about how some AI tools may assist in creating a more effective education system.

I am very new to AI, but I have started to experiment with it.

My biggest question would be on the ethical use of AI for educators, scholars and students. Therefore, not just focusing on the value added but also on the problems that AI can cause and how we can solve these problems.

My interest in AI is broad, and my research reflects this diversity. Initially, I explored AI concepts aimed at enhancing teaching and learning within the LLB curriculum.

• Currently, my LLD research focuses specifically on "the impact of artificial intelligence on contractual capacity and agency". This research is part of a broader project incorporating strategically selected AI tools aligned with objectives of ethical scholarship, academic integrity, and innovation in higher education.

• Ultimately, my goal is to enhance contemporary legal research methodologies and provide insights into how ethically deployed AI-driven applications could sustainably shape the future of legal scholarship, professional practice, and societal well-being. There is also a likelihood of pursuing a MEd degree to present these findings...

I'm actively integrating AI into my teaching, research, and student supervision.

• This fuels my ongoing excitement about the transformative potential of AI in education—particularly through Guided Learning AI (GLA), a concept I developed during my research over the past two years. GLA seeks to enhance adaptive and personalised learning experiences in legal education.

• I'm currently working on a project titled Guided Learning AI in Legal Education: A Practical Framework for Adaptive Learning, aiming to provide practical insights into effectively leveraging AI tools.

Biggest AI Question:

1. My biggest question revolves around striking the right balance—how can we harness the efficiency and precision of AI without compromising students' critical thinking, creativity, and independent problem-solving skills?

2. Additionally, my research is dedicated to establishing a workable (legal) definition of AI that embodies core principles like accountability and transparency while remaining flexible enough to govern AI applications across various sectors and fields.

As you can see, I'm incredibly ambitious and enthusiastic about the potential of AI in all its aspects.

I look forward to engaging, collaborating, and learning with all of you! 🚀✨

My name is Palesa Nqubezelo, and I’m a Senior Learning Design Intern at UPOnline, COES and a MEd Student. I support the design and development of fully online modules, working closely with learning designers and academic staff to create engaging learning experiences. What excites me most about AI in education is its potential to personalise learning and offer timely feedback. I’m also curious about how it might ease the admin load for learning designers and how we can use it to support accessible and inclusive education in fully online spaces. At the moment, I’m experimenting with various AI tools, mainly for content creation and idea generation.

I have many questions about AI (too many), but the biggest one is: How can we ethically integrate AI into assessment practices while ensuring fairness, academic integrity, and student empowerment?

I am interested in AI as a technological tool that directly and broadly influences literacy practices in educational and professional spaces. AI literacy will have to be included in our definition of what it means to be academically literate. Moreover, given the risks associated with unethical and unreflective AI use, critical AI literacy will be essential to maintaining users' agency and their academic and professional integrity.

Since AI is an evolving and encompassing communicative tool, critical AI literacy is a skill that will require constant development and (re)evaluation, based in critical reading and writing practices.

I have recently experimented with allowing AI use in assessments within specific parameters and with guidelines for acknowledging use in transparent and reflective ways. I have also experimented with practising AI use during class time for assessment purposes (e.g. editing an assignment).

My biggest AI question is double-barrelled: What is the optimal way to teach AI literacy, and what skills and skill levels precede AI literacy / should be separately developed from AI literacy? (Skills I have in mind, for example, are reading and critical reading. AI requires reading and critical reading skills. However, I am not convinced (as some seem to be) that AI should also be used to teach these skills.)

Currently, I’m experimenting with crafting the perfect AI prompts-though I must admit, my dream is to find a way for AI to handle my gym sessions and return my body when it’s beach ready!

But on a more serious note, I’m deeply interested in how we can effectively weave AI into our curricula to truly equip students for the fast-evolving world they’re stepping into.

I look forward to learning from all of you and sharing ideas on how we can make AI an engaging, transformative part of our students’ educational experience!

The question that I have is : Although there is no AI policy as yet, I am worried about the confusion especially amongst us as colleagues. For instance, one feels like violating some university rules by teaching students how to use Generative AI to enhance their work.

I am therefore, looking forward to travel this journey ( CoP) that I believe will enrich my knowledge, skills and confidence in using Generative AI.

What excites me most is AI’s potential to personalise the learning journey, especially in cognitively demanding subjects like Chemistry. I’m currently exploring AI for automated assessment, real-time feedback, and dynamic modelling of chemical systems.

My burning question: Can AI move beyond marking answers to actually evaluating how students think? If we can teach AI to recognise reasoning, not just correctness, we’ll unlock a whole new dimension of meaningful learning.

My interest in artificial intelligence lies in its potential to enhance the quality of teaching and learning through improved assessment design, personalised student engagement, and the facilitation of academic support in large-group settings.

I am actively engaging with AI in my teaching and academic workflow. I regularly use ChatGPT, Paperpal, Perplexity, and the AI-integrated tools available on the Blackboard LMS.

These platforms assist with the generation of formative assessments, the development of revision content, and the refinement of academic writing.

A key question I have is how AI can be ethically and effectively integrated into assessment and feedback practices, in a manner that upholds academic integrity while supporting reflective student learning.

My name is Thakane Rampai, and I am a Senior Lecturer in the Department of Auditing. My academic interests lie in risk management and the integration of technology within the auditing field. I joined UP in 2023 and am currently pursuing my PhD.

I am in the process of exploring how artificial intelligence can be effectively integrated into teaching and research. I look forward to learning, sharing, and growing alongside all of you in this community of practice.

I am particularly excited about how AI can transform education through personalized learning, automated assessment, and intelligent feedback systems. I’m also intrigued by AI’s potential in improving plagiarism detection and enhancing digital forensics education.

I have been actively exploring AI tools, including large language models, for both teaching and research. I integrate AI into curriculum design, coding assessments, and research projects (e.g., ransomware investigation platforms and phishing detection).

Biggest AI Question:

How can we ensure that AI in teaching and assessment maintains academic integrity while enhancing creativity and critical thinking, rather than enabling over-reliance on automated solutions?

• Adapt content in real time: providing tailored explanations, hints, or simulations depending on how a student is struggling or excelling.

• Enhance visualization and experimentation: through AI-driven simulations, virtual labs, and adaptive problem sets, students can explore physical principles interactively—even those that are impossible to recreate in a classroom.

• Automate routine tasks: grading assignments, analyzing common mistakes, or giving instant feedback—freeing up educators’ time to focus on mentoring, guiding inquiry, and fostering critical thinking.

• Open new possibilities for discovery-based learning: AI can generate problem variations, suggest analogies, or even predict misconceptions before they fully form.

AI can help each student personalise their own learning journey. AI helps me reduce mundane tasks to get to the things I enjoy, teaching. Currently I am experimenting with AI.

A big question I have is how we can use AI in our research. What are the limitations and where should we tread carefully. For example can we upload an article and ask AI tool to summarise?

I am particularly excited about the potential of Artificial Intelligence to enhance teaching, learning, and health systems strengthening—especially how AI can support personalized learning, automate assessment feedback, and improve decision-making in clinical education.
I am currently exploring and experimenting with AI tools to improve curriculum delivery, assessment design, and research productivity. I’ve also been integrating AI-driven approaches into health education and co-design methodologies to promote innovation in teaching and healthcare.

My key question is: How can we ensure that AI integration in education remains ethical, inclusive, and contextually relevant—particularly in resource-limited settings like South Africa?

I'm interested in the use of AI in research as well as its application in developing specialised short courses in the Radiopharmaceutical / Nuclear Medicine Industry.

I am relatively new to AI as I only recently (3 mo) started using it, so I'm experimenting with it.

How can AI be more reliable and encompass a range of responses in assessments, such that students can be satisfied in its ability to evaluate and give fair marks without the intervention lecture/student intervention?

I use AI primarily as a language tool. I am reluctant to use it as part of my research, as I am concerned about its limitations and protection of the confidentiality of data.

Students use AI extensively, there is no doubt about that. It is important to teach students how to use AI ethically to prevent unchallenged reliance on AI outputs. Practical guidance on how to teach this would be valuable.

I am "intermediate" when it comes to AI use. I've played around with it enough to see it's value and also many of its shortcomings. I believe there will always be more of these lessons to learn, depending on how and for what you are using it, therefore shared experiences are of immense value.

I have used it to learn new skills (Python scripts), refine and better communicate student assignments, as well as hash out questions or gaps in aspects of my research in order to better define my research focus.

My question is on ethical use of AI in an academic setting and what the best way is to teach students what that looks like.

As an educator, my work reflects a deep commitment to enhancing student engagement and learning outcomes through innovative pedagogical approaches.

I hold a PhD in Accounting Sciences from the University of Pretoria, as well as an MEd in Curriculum and Instructional Design and a BCom (Hons) in Accounting Sciences, reflectingmy dual professionalism as an educator and accounting accounting scholar. I am currently involved in the development and implementation of fully online accounting courses, as well as full-time lecturing of second year accounting students.

Beyond my role as an academic, I would like to be known for my authenticity, empathy, and creativity — qualities that shape my philosophy as both a teacher and a leader. I remain guided by my personal ethos of living purposefully and creating lasting positive change.

My AI experience is that I have used it, but the lines between ethical and unethical usage are still not clear to me. I need to know more about this.

My AI question is whether one can really use any AI tools morally without feeling a sense of guilt afterwards?

Department of Social Work & Criminology

I’m excited about how AI can make teaching and learning more engaging, personalised, and efficient. I’m currently experimenting with AI tools and exploring how they can support education in meaningful ways.

One big question I have is: How can we use AI ethically while still maintaining authentic learning and assessment? Looking forward to learning with you all!

Through this course, I hope to learn how to guide my students to use AI ethical ways, since they will use it regardless of what I say to them about it. I'm also hoping to become more comfortable with AI as I am a bit of an AI skeptic, and tend to avoid using it when possible (which is becoming less and less of a viable option). My skepticism is mainly caused by how difficult it has been to watch my students rely more and more heavily on AI and suffer for it.

I would like to learn safe and ethical ways to use AI in academia and how I can pass this info on to my students, especially my third years who will be writing mini-diss essays this semester. They really enjoy trying to get AI to do everything for them, which leads to issues when they have to present their work to us or think critically on their own. So it would be nice to be able to give them tips on how to use it properly instead of waxing poetic about how horrible it is and how they should stay away from it.