Generative AI for Bridging the Digital Divide in SADC Higher Education: A Quantitative Study on Student Perspectives.

Abstract

Generative Artificial Intelligence (GenAI) has rapidly transformed higher education by enabling content creation, personalized learning, and academic support. While adoption has advanced in developed contexts, its use in emerging regions remains underexamined. This study investigated student engagement with GenAI specifically ChatGPT, Gemini, and Claude across higher education institutions in the Southern African Development Community (SADC). Using Activity Theory as the analytical lens, a quantitative survey was conducted with 908 students from diverse academic levels and disciplines. The findings revealed high awareness, with 73% of respondents actively employing GenAI for academic writing, conceptual clarification, and the generation of study materials. Despite positive perceptions of usefulness, significant gaps were identified, including insufficient ethical guidance, digital literacy challenges, inconsistent institutional policies, and faculty resistance. These shortcomings hindered responsible and equitable integration. The study underscores the necessity of context-sensitive strategies to support ethical, inclusive, and pedagogically sound adoption of GenAI in higher education. The results provide practical insights for policymakers, institutions, and educators seeking to harness AI responsibly within resource-constrained environments.