South African universities are being challenged to rethink how they teach, assess and prepare graduates as artificial intelligence becomes increasingly influential in education and the workplace.
The rapid development of artificial intelligence (AI) is raising important questions about the purpose of higher education, the value of academic qualifications and the skills graduates will need to succeed in a changing economy.
In a development announced on 14 October 2026, Higher Education and Training Minister Buti Manamela called on South African universities to reconsider traditional teaching and assessment methods. His message was clear: as AI tools become capable of producing essays and answering complex questions in seconds, universities must do more to establish whether students genuinely understand what they are learning.
The Minister delivered the keynote address at a national webinar titled The Intellectual Directions of Higher Education in South Africa. The event was convened by Nelson Mandela University, the University of the Free State, Rosebank International and Higher Education Media Services.
Moving beyond traditional assessments
Generative AI can assist with research, translation, teaching and administrative work. These applications offer opportunities to improve productivity and make certain educational activities more accessible.
However, the technology also presents challenges. AI systems can reproduce bias, generate inaccurate information and produce convincing explanations that are not supported by reliable evidence.
For universities, this creates a difficult question: how can lecturers distinguish between a student who understands a subject and one who has simply generated an answer using an AI tool?
Manamela argued that the response should not be limited to developing better systems for detecting AI-generated assignments. Instead, institutions need assessment methods that test students’ ability to ask meaningful questions, evaluate evidence, make ethical decisions, collaborate with others and apply knowledge to unfamiliar situations.
This could encourage universities to place greater emphasis on practical projects, presentations, supervised assessments, research discussions and real-world problem-solving. Such approaches can help educators evaluate not only what students submit, but also how they reach conclusions and defend their reasoning.
For students, the message is equally important. Technology may help organise information and improve productivity, but it cannot replace the need to develop independent judgement, subject knowledge and critical thinking.
Building South African AI capabilities
Another important theme was the need for South Africa to strengthen its own capacity to develop and govern AI technologies.
Manamela warned against a future in which universities become permanently dependent on digital infrastructure and knowledge systems developed elsewhere. He highlighted the importance of research infrastructure, open resources, trustworthy data and technologies that support African languages.
This issue extends beyond university campuses. Language accessibility can influence whether learners, researchers and communities benefit from emerging technologies. AI tools that understand local languages and contexts could help broaden access to information, provided that they are developed and used responsibly.
Building local expertise could also create opportunities for researchers, technology entrepreneurs and graduates who want to contribute to the development of solutions relevant to South African communities and industries.
Universities therefore have a potential role beyond preparing students to use existing AI applications. They can also help develop the people, research and knowledge needed to shape how these technologies are used.
Access, funding and institutional sustainability
The Minister also connected the future of higher education to the financial sustainability of institutions and the need to protect access for capable students.
He acknowledged that the National Student Financial Aid Scheme has expanded access to higher education, while also highlighting administrative weaknesses and the widening gap between financial commitments and available funding.
This presents a difficult balance. Students need financial support to pursue qualifications, but universities also require sustainable funding to maintain teaching quality, research capacity, infrastructure and student services.
Manamela called for a higher education system in which institutions develop distinct strengths and cooperate rather than simply competing to resemble the same international models.
A more connected system could strengthen collaboration between universities, technical and vocational education and training colleges, community colleges, employers, labour organisations and civil society. Such partnerships can help connect education with practical skills, research and employment opportunities.
What this means for students and employers
The changing role of AI has implications for both graduates entering the labour market and employers recruiting new talent.
Qualifications remain important, but the ability to apply knowledge, communicate effectively, evaluate information and adapt to unfamiliar challenges may become increasingly significant as automated tools take on more routine tasks.
Students can prepare by learning to use AI responsibly, verifying information against credible sources, understanding the limitations of digital tools and developing skills that demonstrate independent thinking.
Employers, meanwhile, can work with educational institutions to explain the capabilities needed in their sectors and provide opportunities for students to gain practical experience.
The transition also creates a responsibility for universities to ensure that students have fair access to digital learning resources and understand the ethical use of AI. Without appropriate support, differences in access to technology and training could deepen existing educational inequalities.
Reconnecting universities with communities
Manamela further challenged universities to ensure that their teaching and research respond to the realities experienced by surrounding communities.
Institutions situated near communities facing unemployment, water insecurity, failing infrastructure or preventable disease have opportunities to contribute knowledge and research to these challenges.
This approach could strengthen the relationship between academic work and public needs, while giving students opportunities to engage with practical problems.
Ultimately, the discussion is about more than whether students should be permitted to use AI. It is about what higher education should achieve in a world where information can be generated quickly but sound judgement, ethical responsibility and meaningful understanding remain essential.
As South African universities respond to these developments, the challenge will be to embrace useful technologies without compromising academic integrity, affordability or the human purpose of education.
The institutions that successfully combine technological innovation with critical thinking, accessible learning and strong community partnerships will be better positioned to prepare graduates for an increasingly complex future.
Read More: https://www.sanews.gov.za/south-africa/universities-urged-rethink-learning-age-ai
