IN CONVERSATION WITH DR NCEDIWE MDLULWA
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Artificial intelligence is increasingly becoming part of university life, helping students research topics, summarise academic material, improve their writing and prepare for assessments. However, its growing role raises important questions about the difference between using AI to support learning and relying on it to complete the learning process on a student’s behalf. As highlighted in UNESCO’s guidance on generative AI in education and research, institutions need to consider how these tools can be used ethically while protecting students’ ability to think independently, exercise judgement and develop their own understanding.
Dr Ncediwe Mdlulwa, a lecturer in the Academic Staff Development cluster at the University of Cape Town’s Centre for Innovation in Learning and Teaching, brings relevant expertise to this conversation. Her work focuses on integrating artificial intelligence and innovative teaching approaches into higher education, particularly within South African and broader Global South contexts. She also co-convenes UCT’s Designing with AI short course. In a 2026 publication co-authored with Petronella Elize Saal, Krish Chetty and Nondumiso Masuku, titled Effective AI Integration in Postgraduate Supervision Practices: Policy Implications for South Africa, Dr Mdlulwa contributes to research examining AI’s use in academic writing, literature reviews and feedback, while emphasising the importance of AI literacy, institutional policies, training and equitable access.
This discussion will explore whether the convenience of AI is changing students’ motivation, academic discipline, critical thinking and confidence in their own abilities. It will also examine whether universities need to rethink traditional assessments, establish clearer guidelines for responsible AI use and help students distinguish genuine understanding from work generated with technological assistance. The central question is not simply whether students should use AI, but how they can benefit from it without sacrificing the curiosity, independent thinking and problem-solving skills that higher education is meant to develop. Ultimately, the conversation aims to equip students with practical ways to use AI as a learning tool rather than allowing it to become a substitute for learning.
Dr Ncediwe Mdlulwa, a lecturer in the Academic Staff Development cluster at the University of Cape Town’s Centre for Innovation in Learning and Teaching, brings relevant expertise to this conversation. Her work focuses on integrating artificial intelligence and innovative teaching approaches into higher education, particularly within South African and broader Global South contexts. She also co-convenes UCT’s Designing with AI short course. In a 2026 publication co-authored with Petronella Elize Saal, Krish Chetty and Nondumiso Masuku, titled Effective AI Integration in Postgraduate Supervision Practices: Policy Implications for South Africa, Dr Mdlulwa contributes to research examining AI’s use in academic writing, literature reviews and feedback, while emphasising the importance of AI literacy, institutional policies, training and equitable access.
This discussion will explore whether the convenience of AI is changing students’ motivation, academic discipline, critical thinking and confidence in their own abilities. It will also examine whether universities need to rethink traditional assessments, establish clearer guidelines for responsible AI use and help students distinguish genuine understanding from work generated with technological assistance. The central question is not simply whether students should use AI, but how they can benefit from it without sacrificing the curiosity, independent thinking and problem-solving skills that higher education is meant to develop. Ultimately, the conversation aims to equip students with practical ways to use AI as a learning tool rather than allowing it to become a substitute for learning.
