This study investigated the impact of using smartphones on the academic performance of undergraduate students at the North-West University, South Africa. To determine the impact, this study deployed the quantitative research approach to collect data from 375 undergraduate students using questionnaires. It was found that most undergraduate students are using their smartphones to engage with fellow students and lecturers. It was also found that using smartphones distracts students from their studies in certain aspects. The results also showed the impact of using smartphones on students’ academic capabilities and progression.

The overall aim of this research is to develop a whole-of-institution framework that supports the use of generative AI chatbots across higher education institutions (HEIs). The Generative AI Chatbots Acceptance Model (GAICAM) was developed from a blend of models that influence acceptance (TAM, UTAUT2, TPB, and more). optimism, innovativeness, discomfort, insecurity, and others; hence, including variables relevant to GAICAM. It is also critical to analyse and identify the implications for higher education of generative AI Chatbots. A research design was employed based on an integrative literature review and an active analysis of numerous studies from diverse databases, including IEEE, ACM, ScienceDirect, and Google Scholar. Part of the goal was to make sense of the implications for higher education created by AI Chatbots, which also necessitated identifying the prominent considerations relevant to implementation challenges and success. The search criteria were limited to peer-reviewed, English-language publications covering the use of AI chatbots in higher education that were published between 2020 and 2023. The findings demonstrate the degree to which AI chatbots have the capacity to drive improved student engagement, enhance the educational process, and support administrative and research tasks. But there are also clear difficulties, such as unfavorable student sentiments, doubts about the veracity of material produced by AI, and unease and nervousness with new technologies.

The integration of Artificial Intelligence (AI) chatbots in higher education institutions (HEIs) is reshaping the educational landscape, offering opportunities for enhanced student support and administrative efficiency. This study explores the future implications of AI chatbots in HEIs, aiming to understand their potential impact on teaching, learning, and research processes. Utilizing a narrative literature review (NLR) methodology, this study synthesizes existing research on AI chatbots in higher education from diverse sources, including academic databases and scholarly publications. The findings highlight the transformative potential of AI chatbots in streamlining administrative tasks, enhancing student learning experiences, and supporting research activities. However, challenges such as academic integrity concerns, user input understanding, and resource allocation pose significant obstacles to the effective integration of AI chatbots in HEIs. This study underscores the importance of proactive measures to address ethical considerations, provide comprehensive training for stakeholders, and establish clear guidelines for the responsible use of AI chatbots in higher education. By navigating these challenges, and leveraging the benefits of AI technologies, HEIs can harness the full potential of AI chatbots to create a more efficient, effective, inclusive, and innovative educational environment.

Higher education scholars are fascinated by an artificial intelligence (AI) technology, ChatGPT, developed by OpenAI. Debate exists among the experts on whether or not ChatGPT can support learning. This literature review paper sits within the broader scope of measuring ChatGPT within higher education as a means to understand and produce higher-order learning. The purpose of this paper is to examine essential literature with the goal of providing a balanced contribution around the merits and limitations of the use of ChatGPT in higher education contexts. However, it is also important to examine the potential outcomes, both positive and negative. For this rapid review, the researcher searched Google Scholar, Scopus, and others between January 2023 and July 2023 for prior studies from other publications, and these studies were reviewed. This study found that using ChatGPT in higher education is helpful for many reasons. For example, it provides individualized instruction, spontaneous feedback, access to learning opportunities, and student engagement. There may be some benefits to the learning ecosystem and enjoyment for academics and students. The negative aspects of ChatGPT exist, too. The negatives include the inability to decipher emotion, lack of social interaction, technological limitations, and the risk of becoming overly reliant on ChatGPT in higher education. Higher education should blend ChatGPT with other delivery methods to provide a holistic learning experience to students and lecturers. It is a serious consideration to consider the positives, negatives, and ethical issues when applying ChatGPT in the classroom.

Ubuntu promotes the caring spirit of humanity. In the presence of Ubuntu, the growing rate of teachers' absenteeism in their duty posts is alarming across schools and subject lines. Social media platforms promote continuous presence and limiting physical presence. At the same time, Ubuntu promotes caring for one another irrespective of gender, age, race, status, background, and many more. Notwithstanding the benefits attached to African philosophy, Ubuntu, and social media, teachers' presence in schools keeps dropping physically and virtually. This study used secondary data in seeking to understand how African philosophy, Ubuntu, and social media can be applied in closing or eliminating the growing teacher absenteeism in schools in this social media age.