Special issue Call for Papers : Artificial Intelligence in Higher Education in the Global South: Practices and Possibilities

Rationale As we progress deeper into the 21st century, the integration of artificial intelligence (AI) within educational frameworks is increasingly reshaping the landscape of higher education, particularly in the Global South. This Special Issue seeks to explore the diverse practices and possibilities that arise from the intersection of AI technologies and higher education in these regions. Jin et al. (2025) highlight that while North American and European institutions focus on innovation and academic freedom, Asian universities prioritise ethical compliance, and African and Latin American universities emphasise equity and resource accessibility to tackle systemic disparities. By focusing on the unique challenges and opportunities that characterise the Global South, we aim to illuminate how AI can not only complement traditional pedagogical approaches but also foster innovation and inclusivity while addressing existing disparities. In recent studies, such as those conducted by Chan and Tsi (2024) and Pillai et al. (2024), there is a strong emphasis on the potential for AI to enhance educational practices while preserving the irreplaceable human qualities of educators. These studies highlight the need for a nuanced approach that prioritises collaboration between humans and AI, prompting essential questions about curriculum design, teaching methodologies, and the overarching goals of education. Similarly, Opesemowo and Adekomaya (2024) underscore the prospects for AI to ameliorate inequalities and enrich educational experiences in South Africa, encouraging further exploration into personalised learning environments and AI ethics.
AI is poised to revolutionise the world, offering substantive opportunities and posing unique challenges. In the context of higher education and knowledge production, the interdisciplinary and multidisciplinary implications touch on various aspects, including pedagogy, ethics, accessibility, equity, and workforce preparedness, challenging long-established practices. However, whilst AI has already impacted operational matters significantly, we are also interested in understanding what kind of scholarship is being activated by the advent of AI. What new theoretical insights are being developed, or what existing theories and scholarship are being expanded or silenced?

Submission Guidelines: We welcome interdisciplinary and multidisciplinary perspectives from scholars, practitioners, and policymakers. Submissions should provide empirical research, theoretical insights, or practical case studies that contribute to the discourse on AI in higher education in the Global South.

**Attention Authors Preparing Manuscripts for Submission to the Special Collection**
• Please note that all manuscripts must FIRST be submitted directly to the guest editors.
• All submissions will undergo a rigorous double-blind peer review process by the guest editors.
• Following this initial submission, authors will be notified whether their manuscript has been accepted to be considered for inclusion in the Special Collection, pending approval by the South African Journal of Higher Education (SAJHE).
Thank you for your interest in contributing to this Special Collection.
Submissions should be sent to Marcina Singh: marcina.research@gmail.com with the subject line: SAJHE AI Special Issue Submission
• Call for Abstracts Open: 1st June 2025
• Call for Abstract Closes: 30th August 2025
• Outcomes of Abstract Submissions: 30th October 2025
• Full Papers Due: 15th January 2026
• Revised Papers Due: 15th March 2026
• Publication Date: T B C

Abstracts should be no more than 500 words, excluding references. The names and affiliations of all contributors should be noted. Those invited to submit full drafts should strictly adhere to SAJHE submission guidelines (see: https://www.journals.ac.za/index.php/sajhe/about/submissions#authorGuidelines )
Prospective authors should also indicate their willingness to serve as a reviewer for the Special Issue. Please note that this journal charges page fees.
The South African Journal of Higher Education (SAJHE) is an open access, peer-reviewed, and DHET-accredited journal
References
Chan, C. K. Y., & Tsi, L. H. (2024). Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Studies in Educational Evaluation, 83, 101395.
Jin, Y., Yan, L., Echeverria, V., Gašević, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348.
Opesemowo, O. A. G., & Adekomaya, V. (2024). Harnessing Artificial Intelligence for Advancing Sustainable Development Goals in South Africa's Higher Education System: A Qualitative Study. International Journal of Learning, Teaching and Educational Research, 23(3), 67-86. 
Pillai, R., Sivathanu, B., Metri, B., & Kaushik, N. (2024). Students' adoption of AI-based teacher-bots (T-bots) for learning in higher education. Information Technology & People, 37(1), 328-355.