Lloyd Chingwaro – Department of Accounting and Auditing

Zimbabwe Open University

Email: bukaliyar@zou.ac.zw/ chingwarolr@zou.ac.zw

Abstract: The study investigated lecturers’ perceptions of the influence of the emergence and adoption of Generative Artificial Intelligence by university students. The qualitative case study focused on accounting and auditing students at Zimbabwe Open University. Responses were drawn from full-time lecturers in the accounting and auditing department. ZOU is a multi-campus institution complemented by campuses across all the ten provinces of Zimbabwe. Telephone interviews were conducted with purposively selected lecturers who directly engaged in curriculum development, assessment design and grading. Out of the six full-time lecturers in the department, five participated in the study. The study adopted thematic analysis. Findings show that GenAI adoption in academic writing by students has the potential to enhance assignment quality. Such improvements are evidenced through improved organization, readability and clarity. However, despite this, lecturers are concerned about the potential negative consequences towards student capabilities, such as reduced critical thinking and stagnation of creativity if students excessively rely on GenAI to execute academic tasks. To counter the effects of the negative implications, lecturers advocated for the adoption of assessment practices that are commensurate in the age of AI. These assessment practices include making use of in-person evaluations and project-based assessments. The study recommends that institutions of higher and tertiary learning develop comprehensive AI policies and detection tools, invest in training for both students and staff and redesign assessment models, such as having a greater emphasis on in-person or project-based tasks to align with the realities of GenAI. This ensures the effective adoption of GenAI at universities.

David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, Tanzania

Email: barnabas.manyahi@atc.ac.tz

Abstract: The rapid rise of ChatGPT and other generative artificial intelligence (AI) tools has significantly reshaped academic practices in higher education, influencing how students learn, write, and engage with knowledge. Despite widespread adoption, concerns remain regarding academic integrity, originality, and learning quality. This study systematically reviews the impact of ChatGPT on university students’ academic work using the PRISMA framework. A comprehensive Scopus database search was conducted using keywords related to ChatGPT, generative AI, academic work, and higher education. From 2,825 initial records, filtering by year, subject area, document type, publication stage, and language yielded 405 English-language journal articles. Eighty high quality studies with at least 30 citations were selected for full review. Findings indicate that ChatGPT enhances academic productivity, writing quality, and conceptual understanding by offering immediate feedback and accessible learning support. Interactive use promotes self-directed learning and motivation, while passive reliance may hinder creativity and critical thinking. Significant ethical concerns including plagiarism, fabricated content, and misrepresentation of authorship were consistently reported, underscoring the need for institutional guidance. The review concludes that ChatGPT can effectively support academic work when embedded within clear ethical and pedagogical frameworks. Universities should adopt responsible integration strategies, including AI governance policies, assessment redesign, and digital ethics training, to ensure that generative AI enhances rather than undermines academic integrity and intellectual development.