Abstract

This study examines how South African higher education institutions (HEIs) are incorporating artificial intelligence (AI) skills into their curricula in response to growing labour-market demand. A qualitative document analysis was conducted using publicly available course descriptions from six leading public universities. The findings show that curricula currently prioritise advanced AI skills, particularly within technology-related disciplines, with only limited integration of intermediate and basic AI skills across other fields. A “breadth-to-depth” progression was identified from undergraduate to postgraduate levels, with courses predominantly delivered through a blended learning approach that combines theory and practical application. The analysis also revealed limited disclosure of the tools and platforms used to teach AI skills, as well as prioritisation of technical competence over discussions on AI ethics. The findings offer valuable insights to educators, university management, and industry. They also contribute to the broader discourse on AI skills development.

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