Use of artificial intelligence tools in hybrid learning among university students in the post COVID 19 era at a historically disadvantaged university in the Eastern Cape

Abstract

The integration of artificial intelligence (AI) tools in higher education has increased significantly within hybrid learning environments, prompting concerns about accessibility, usability, and equitable adoption among students. This study examines university students’ experiences with AI tools in a South African higher education context, using the Diffusion of Innovations (DOI) theory as the analytical framework. A qualitative research approach was adopted, with data collected through semi-structured interviews involving twelve final-year undergraduate students enrolled in Management and Commerce programmes to identify recurring themes regarding their experiences with AI in hybrid learning. The interview data were analysed thematically using NVivo, with the findings organised according to the DOI attributes of relative advantage, compatibility, complexity, trialability, and observability. The results reveal that students perceive AI tools as providing notable academic benefits, particularly in enhancing independent learning and improving efficiency. However, their adoption is limited by contextual challenges such as language barriers and accessibility issues, usability concerns that increase cognitive effort, and restricted trialability resulting from subscription costs and data requirements. Peer usage of AI tools also accelerates adoption but simultaneously raises concerns about academic integrity. The study demonstrates that the adoption of AI in hybrid learning environments is influenced by the interaction of technological, contextual, and institutional factors rather than by mere availability, highlighting the importance of inclusive and ethically informed implementation strategies in higher education.

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