Abstract

Since the inception of ChatGPT in 2022, artificial intelligence (AI) has undergone significant development in higher education worldwide, including in South Africa. This study analyses the key trends and barriers to the adoption of AI in South African higher education, using Rogers’ (2003) Diffusion of Innovations Theory as the guiding framework. The research analysed the emerging patterns and challenges associated with AI integration in educational settings by focusing on the key constructs of Rogers’ (2003) theory: relative advantage, compatibility, complexity, trialability and observability. The study integrated the findings from multiple sources, which revealed promising trends such as enhanced student engagement, personalised learning experiences and improved administrative efficiency. However, it also revealed barriers, including infrastructural limitations, digital literacy gaps and issues of digital inequality, that constrain AI’s widespread adoption. Ethical concerns complicate the adoption process. It is therefore recommended that strategic investments in technology and faculty training be made, including the development of institutional policies that foster a supportive environment for AI innovation. The findings contribute to a deeper understanding of the transformative potential of AI in higher education while highlighting the key areas that require targeted interventions to ensure its effective and sustainable adoption in the South African context.