Artificial intelligence affordances in Brazilian higher education: supporting the sustainable development goals

Purpose Although artificial intelligence (AI) is gaining relevance in educational research and practice, there is still a lack of empirical studies examining how its affordances are perceived and actualized in real institutional contexts, particularly in developing countries. This study addresses that gap by investigating the AI affordances perceived by stakeholders in Brazilian higher education institutions (HEIs). Specifically, it aims to identify and analyze how AI can be applied to enhance teaching, learning and administrative processes and how these affordances may contribute to achieving the Sustainable Development Goals (SDGs), particularly SDG4 (Quality Education) and SDG10 (Reduced Inequalities). Design/methodology/approach This research adopts a qualitative approach, grounded in the theory of affordances and thematic analysis (Braun and Clarke, 2006), to explore interactions between users and AI technologies in HEIs. Semi-structured interviews were conducted with nine stakeholders from public and private HEIs in Brazil, encompassing diverse institutional roles and professional profiles related to the use of AI in educational and administrative processes. The analysis followed an iterative process of identifying, reviewing and naming themes, linking users' objectives and practices to AI affordances. This approach enabled an understanding of how such affordances evolve and relate to the SDGs. Findings The results indicate AI affordances that support learning and educational management. The study reveals that users, in their efforts to achieve specific objectives, uncover new affordances, such as institutional differentiation for private HEIs in competitive markets and personalized learning as a means to reduce dropout rates in a public HEI. These affordances align with SDG4 (Quality Education) by enabling inclusive and adaptive learning experiences and with SDG10 (Reduced Inequalities) by promoting access and retention among students. The findings also highlight challenges related to infrastructure, ethics and the cultural acceptance of technology. Nonetheless, the specificity of the Brazilian context and the limited sample suggest the need for further research to validate and expand these findings. Originality/value This study advances the application of the theory of affordances in higher education by connecting technological affordances to the SDGs within a practical context. Additionally, it provides strategic insights for educators on integrating AI to foster innovation, equity and efficiency in higher education.