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- Artificial Intelligence (AI) has permeated the domain of education, particularly in student assessment within Higher Education Institutions (HEIs). This study systematically reviews existing literature to investigate the use of AI in HEI assessments, focusing on the opportunities, challenges, and pedagogical considerations. For this purpose, a search was carried out in the Scopus database. The study is based on PRISMA, and 20 papers were analysed. The review indicates that AI improves efficiency and personalisation in assessments through adaptive feedback systems and automated grading. However, ethical concerns related to algorithmic bias, the privacy of students’ sensitive data, and limited pedagogical misalignment present significant barriers. The findings suggest that institutions should invest in educator training and provide guidelines for ethical use of AI to address data privacy and fairness concerns. The results highlight the metamorphic potential of AI in education while providing a roadmap for addressing its limitations and advancing future research.
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- This research explores the barriers to activity-based costing (ABC) adoption and implementation in South African technical and vocation education and training (TVET) colleges and proposes a multidimensional conceptual framework to address these barriers. The objective is to investigate behavioural, organisational and technical factors hindering the ABC adoption and implementation, with a focus on senior finance personnel experiences in technical and vocational education and training (TVET) colleges in KwaZulu-Natal. A qualitative method was employed, involving semi-structured interviews with finance staff from five TVET colleges. The results indicate that resistance to change and technical issues are critical barriers to ABC adoption and implementation, while senior management support, resource availability and specialised training are essential enablers. Furthermore, the research reveals that product diversity, cost structure and institutional size are insufficient for successful ABC adoption and implementation without effective leadership, technical readiness and resource alignment. The findings underscore the need for institutions to prioritise leadership-driven change management, targeted training, and effective resource allocation to improve costing systems and contribute to sustainable development goal 4 (SDG 4) of inclusive and equitable quality education. The implication of this research suggests that addressing ABC barriers can significantly improve financial decision-making in HEIs, ultimately advancing educational inclusivity and quality.
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- The implementation of artificial intelligence (AI) and robotics is transforming nations worldwide, triggering discussion about their socio-economic impacts and appropriate regulatory responses. While extensively debated in developed economies, this issue remains underexplored in Africa- a region facing unique developmental challenges and opportunities. This systematic review explores the implications of automation, robotics and AI on income inequality, employment and taxation policies, focusing on literature published between 2017 and 2024. For this purpose, as search was carried out in Scopus and Google Scholar databases. A total of 78 papers were found, and after analysing them according to the PRISMA Statement 2020, a total of 36 papers were selected. The review indicates that automation and AI excessively impact low-skilled employees, worsening income disparity, while high-skilled workers benefit from increased salaries. Moreover, analysis indicates that robot taxation and investment in higher education are potential interventions to mitigate these adverse socio-economic effects of technological innovation. The review suggests that government and policymakers should consider tax policies to fund educational institutions to equip citizens with the skills needed in the digital age. The paper offers practical insights for policymakers on robot taxation and labour force and advances understanding by proposing a framework for addressing automation-driven inequality internationally.
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- Orientation: It is impossible to accurately determine the detailed costs of running courses offered at South African technical and vocational education and training (TVET) colleges, as none of them practises activity-based costing (ABC). The perceptions and knowledge of their finance staff regarding ABC adoption are unknown, making it impossible also to know their reasons for non-adoption. Research purpose: This article reports the awareness of and attitudes towards ABC held by finance staff at six TVET colleges in KwaZulu-Natal and proposes a novel model for its successful adoption. Motivation for the study: The lack of empirical studies demanded understanding of those factors that address ABC adoption at South African public TVET colleges. This study therefore assessed finance staff members' perceptions of those factors that would support the introduction of this costing system. Research approach/design and method: This study ascertained these opinions and knowledge by surveying 30 members of the finance staff at six TVET colleges using a questionnaire. Main findings: The study's population perceived that lack of top management support, the colleges' cost structure and technical factors are barriers to the implementation of ABC in their institutions. Practical/managerial implications: South African public colleges should address those obstructing factors as the successful adoption of ABC will facilitate the accurate calculation of their operational costs. Contribution/value-add: The study identifies those factors that would facilitate the adoption of ABC and proposes a model that would assist in the implementation of this costing system in South African public colleges.
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