Artificial intelligence opportunities and threats in the teaching and learning of science in higher education institutions

The advent of Artificial Intelligence (AI) has significantly changed pedagogical practices in the 21st century, bringing both positive and negative effects to education. This study explored the opportunities and threats brought by AI in the teaching and learning process in institutions of higher education. An interpretivist research paradigm, qualitative research approach, and case study design were used to gather data for the study. Data were collected from eight participants in two universities and one teacher training college in Eswatini through interviews and focus group discussions. Findings revealed that although students have begun using AI in Eswatini’s higher education institutions, the Ministry of Education and Training (MOET) and institutions have not yet enacted policies and ethical standards to regulate its use in teaching and learning. Due to the unavailability of AI policies, learners engage in academic dishonesty by using AI to write essays and assignments for them. This poses a danger to institutions by producing “zombie graduates” who lack critical thinking and problem-solving skills. The study recommended that, for the effective use of AI, MOET and higher education institutions should enact policy guidelines and ethical standards regulating its use. The Eswatini Higher Education Council (ESHEC), as an education regulatory body, should establish AI compliance standards. Institutions should revise assessment methods by incorporating case studies, practical projects, presentations, and open-book examinations that require critical analysis and are difficult for students to complete using AI. Furthermore, institutions should train both students and lecturers on the proper use of AI.