Artificial Intelligence literacy is a unique set of skills that enables individuals to interact with, collaborate on, and critically assess AI technology. Although AI is becoming increasingly prevalent in society as a whole, its inclusion in the curricula for students of all ages remains inconsistent and limited outside of conventional STEM professions, constituting a significant educational disadvantage in today’s rapidly changing digital environment in developing countries. Higher education institutions should incorporate AI literacy into their digital literacy curricula, enabling students to gain a thorough understanding of digital technologies and acquire the necessary skills to thrive in an AI-driven future. This study presents a curriculum framework for integrating AI literacy (AIL) into existing digital literacy courses at tertiary institutions in developing contexts. The framework is illustrated as a case study using an existing digital literacy course offered at a South African university.

The integration of chatbots into learning management systems (LMSs) has the potential to significantly enhance the user experience (UX) in the context of higher education. However, the lack of evidence-based guidelines for the design of such chatbots has diminished this potential. This study proposes a set of guiding principles to improve the design of LMS chatbots. A design science research approach was adopted to formulate the chatbot design principles, drawing on insights from 12 LMS users (students, instructors and administrators) at diverse higher education institutions, gathered during a design thinking workshop and refined through expert evaluation. This study offers a framework for developing LMS chatbots that prioritise UX, ensuring that LMS platforms remain an asset in Higher Education Institutions (HEIs). The principles address various aspects, including technical mechanisms, language usage, user experience and feedback mechanisms. Practically, it offers actionable principles to enhance responsiveness, accessibility, personalisation and trust. Future research should focus on the empirical evaluation of these principles in real-world implementations and their applicability to Artificial Intelligence (AI)-enabled chatbots to validate their effectiveness and broader impact on UX for users. Contribution: This study proposes a structured, empirically grounded set of design principles for LMS-integrated chatbots. It addresses user dissatisfaction and underutilisation in LMS platforms by offering evidence-based guidance to enhance UX. It builds on and provides a framework for improving chatbot-user interactions. Practically, it offers actionable principles to enhance responsiveness, accessibility, personalisation and trust. This study thus supports digital transformation in higher education by promoting more engaging, inclusive and student-centred technology-enhanced learning environments.

This study examines the impact of technology-enhanced, brain-based learning (BBL) on the science understanding and performance of disadvantaged students in South Africa. The research employed an experimental design, involving 18 students in the control group and 23 in the experimental group. These students were assessed at a University of Technology in South Africa over six consecutive sessions, focusing on a challenging physics concept, fluid mechanics, which is not covered in the school syllabus. The teaching intervention incorporated BBL strategies supported by technology, integrating current neuroscientific insights with evidence-based pedagogical approaches in the classroom. A science achievement test was administered before and after the intervention, along with a structured Likert-scale questionnaire. The findings suggest that the intervention positively influenced science understanding and performance. Participant feedback indicated that 91.3% felt optimistic that the intervention helped them better grasp science concepts. The statistical analysis shows that the experimental group exhibited greater improvement in science scores than the control group, although the difference was not statistically significant.

This study reports on the findings of a systematic literature review of research papers on the roles of the Board of Directors (BoD) and senior management (SM) in cybersecurity management. The qualitative analysis of 27 papers revealed four broad themes: governance, resource allocation, communication and business culture. Limited empirical research exists on the role of senior management in the response to and recovery from cyber incidents. The identified themes can guide empirical research in organisations on the current practice of the Board of Directors and senior management in response and recovery decisions and actions.

Generative AI is a rapidly emerging and evolving concept that has gained immense popularity and interest in the application and usage possibilities. This paper reports on the empirical research on the areas of application for generative AI, and the challenges associated with the application of generative AI, as well as highlighting the consequences that stem from the application of generative AI. The study, conducted in December 2023, adopted a systematic review process to review 32 papers. The findings from this study indicate that education serves as the area throughout the body of knowledge that has seen the most documented cases around the usage or application of generative AI, and the challenges most associated with the application scenarios either stem from education as an area of application or aligns with commonly identified challenges within the field or artificial intelligence. This paper presents a proposed considerations model for Generative AI application, with a classification overview across areas of application, challenges, and challenge groupings, as well as the consequences that stem from the application of Generative AI. This classification serves as a framework for the considerations surrounding Generative AI applications and can be used for better focus of future research efforts.

The use of Professional Social Media Platforms (PSMPs) has become more popular in recent years. As COVID-19 spread globally the world was forced to fast-track digitalisation, remote and hybrid working models as well as the need for online hiring. This systematic literature review aims to give insight into understanding the role of artificial intelligence (AI) algorithms in professional social media platforms as well as gauge a deeper understanding for the need of these AI algorithms. This systematic literature review incorporates findings from previously published peer-reviewed literature to understand how AI-driven systems are used to improve hiring through professional social media platforms. The contents of this review address benefits related to hiring that include but is not limited to, the applications of AI algorithms in PSMPs, candidate screen and sourcing, job matching, and efficiency, as well as some concerns such as algorithmic bias, user privacy, regulations and ethical considerations. Significant effects on stakeholders have also been addressed within this review as well as the gaps within the research.

This study's objective is to investigate the barriers to maintaining effective cyber hygiene in hybrid work environments, focusing on a case study within a development parastatal in Lesotho. The shift to hybrid work models, accelerated by the COVID-19 pandemic, has introduced new vulnerabilities in cybersecurity, particularly regarding remote work. Utilizing qualitative, research through interviews with IT specialists, managers, and end-users, the study identifies key barriers confirming themes found in literature affecting cyber hygiene in companies namely, user characteristics (such as awareness and attitude),environmental support (awareness and training, policies, leadership, ICT support) and environmental characteristics (organisational culture, poor infrastructure). It is shown that the developing country context of the parastatal exacerbate these barriers.

The study seeks to understand how ICT is and can be used as an enabler of knowledge sharing in collaborative school partnerships. These partnerships can be inter-schools and with other entities outside the schooling system. The study follows a multiple case study approach, and qualitative data was collected via semi-structured interviews. The cases consisted of six schools from 2 provinces across different quintiles. Representatives from one external partner were also interviewed. A knowledge-sharing framework was developed and refined. The study shows that the availability of knowledge alone does not warrant a good sharing model. Knowledge sharing is still possible despite poor connectivity and limited resources. There must be identified knowledge areas which will determine how the knowledge is shared, the willingness of the participants to share the knowledge, at least basic tools used to share the knowledge (which includes ICT) and the continual support of the knowledge recipients by partners. Lastly, the knowledge sharing framework can be a useful tool for stakeholders to structure school collaborations.

Fake news in the tourism industry can influence consumer behavior, expectations, and opinions about the destinations or entertainment options they want to visit. For these reasons, it is important to understand the impact of fake news on the industry and the stakeholders who are impacted by it. The study employed a systematic review methodology and identified thirty-one papers from four academic databases. Thematic analyses were used to analyse the papers. The findings showed that consumers being impacted by fake news resulted in a ripple effect on businesses and countries. It was further reported that fake news was mostly distributed on online platforms such as social media, online reviews, and websites, and offline on editorials, opinion pieces, and entertainment shows. The creators of fake news mainly did it to benefit themselves. Both automated and manual methods were used to identify fake news. Tourism departments can mitigate these challenges by increasing awareness by hosting workshops and online campaigns for businesses and consumers to learn how to look out for fake news. Further investigation can be done into the willingness of the stakeholders to adopt the mentioned guidelines.

Cyber-attacks are on the rise, becoming more sophisticated as technology advances and negatively impacting people as well organisations globally. Advanced approaches to managing cyber-attacks are required to mitigate cyber-risk. One of the advanced approaches to managing cyber-attacks is the use of artificial intelligence (AI) in cybersecurity. Cybersecurity is a broad field, and this study includes identity and access management (IAM) as IAM is the entry point to IT systems. The adoption of AI in the financial services sector is slow, globally. This study develops and proposes guidelines for adopting AI in IAM within the financial services. A narrative literature review is performed, and guidelines for adopting AI in IAM are designed based on literature and frameworks available. The guidelines are composed of nine layers which include environment, organisation, technology, IAM life cycle, IAM processes, AI user requirements, AI architecture, AI implementation approach, and implementing AI. Furthermore, key stakeholders at each layer are defined in the guidelines. The guidelines will increase the possibility of successfully adopting AI in IAM leading to a better security posture in banks.

Generative Artificial Intelligence (GenAI) tools have gained popularity in Higher Education Institutions (HEIs), and tools such as ChatGPT have been reported to impact students' cognitive thinking skills. This study addresses a gap in the literature regarding the effect of GenAI on the cognitive thinking skills of students and scholars in HEIs. A Systematic Literature Review (SLR) was conducted that yielded relevant research articles, on which a thematic analysis was performed. Cognitive thinking skills identified in the articles include critical thinking, creative thinking, reflective thinking, computational thinking and problem-solving. The study summarised teaching interventions reported in the various studies, which aimed to engage with and enhance cognitive thinking skills. The findings revealed positive and negative impacts of GenAI on cognitive thinking skills. The findings indicated that GenAI such as ChatGPT can help improve, boost, and develop cognitive thinking skills and enhance learning and the overall higher education experience under well-planned guidance. The study subsequently provides guidelines on how students and scholars can use GenAI to improve cognitive thinking skills in HEIs. HEIs are encouraged to create special programs to teach students how to correctly use GenAI tools like ChatGPT. It is worth noting that students need to use their knowledge, thinking skills, and good judgment to use GenAI properly.

This systematic literature proposes a consolidated overview of the application of user-centred design (UCD) in wearable technologies within the mobile health domain and how user-centred design plays an integral role in in ensuring their usability, functionality, and adoption. As such it provides a useful referential source for designers and health practitioners. The study uses a glossary of UCD strategies by (Dopp et al. in Translational Behavioral Medicine 9:1057–1064, 2018 [4]) to guide the analysis. The research has revealed that the majority of research articles formulated design specifications from conducting joint sessions including users and designers to create and design the wearable technologies. The study also observed that the most reported wearable technologies in mobile health to which user-centred design strategies are applied are smartwatches, activity trackers, and smart bands. These are used in a range of health conditions, mostly for mental health, care for older people, and stroke rehabilitation.

The study uses heat maps to explore visual indicators of online fake news as perceived by news consumers. Participants in this study were asked to browse through three separate documents, two of which contained fake news, which they were not made aware of. After browsing the three documents, participants were asked a series of questions via a questionnaire relating to the three articles’ content. These answers, in combination with the participants’ combined heat map data, were analysed to determine what participants consider as visual indicators of online fake news. Participants attempted to establish the source’s credibility and evaluate the indicators provided in the articles. It appeared that the title, URL and website names were important indicators. In addition, images attracted attention, too many adverts were considered a red flag, and an organized layout with an author, date, sources, and secure website increases the credibility of the source.

Several professional development programs have been designed to train in-service teachers on a computational thinking (CT) curriculum, but few researchers have examined how these affect primary school teachers' self-efficacy and knowledge of CT in emerging economies. This study's objective was to create a framework for the professional development of primary school in-service teachers for the teaching of CT (referred to as professional development for primary computational thinking -PD4PCT) to be integrated into teachers' professional development programs. An initial framework was refined after implementing it at a Namibian school with a group of 14 teachers from five different disciplines (social studies, English, natural science, mathematics, and Afrikaans). Literature reviews, pre-and post -intervention questionnaires, semi-structured interviews, and self-reporting diaries were used to collect data. The framework was evaluated by experts via an online questionnaire. The findings show that teachers who participated in the professional development program improved their perceived CT knowledge, beliefs, and confidence to teach CT.

Computational Thinking is considered one of the essential skills for success in the future workplace. However, integrating computational thinking into the curriculum remains an educational challenge. Escape room games could potentially aid in the development of computational thinking skills because they immerse learners in a gamified, problem-solving scenario. This paper describes the development of a framework, using Design Based Research, to guide the implementation of a virtual escape room to teach computational thinking in higher education. The components include understanding the participants and computational thinking learning objectives, choosing the digital platform, deciding on a theme and puzzles and finally evaluating the escape room. The framework was implemented and evaluated in a first-year Information Systems programming setting. Although the findings do not show a significant increase in understanding of computational thinking, participants indicated that the experience with the escape room increased their motivation to learn more about computational thinking. It is therefore suggested that virtual escape rooms be used in addition to other learning interventions for the ultimate computational thinking learning experience.

In South Africa, corporate social investment (CSI) is deployed as part of Broad-Based Black Economic Empowerment (B-BBEE) to assist and empower disadvantaged individuals and communities. Previous research revealed that CSI projects are often short-lived and unsustainable. This study aims to analyze the impact of South African CSI projects that focus on information and communication technology (ICT) in poor urban communities. A case study was conducted comprising four CSI ICT learning centers in poor urban communities in Soweto, South Africa. An indigenous theoretical construct was developed, in the form of a systems framework, combining aspects of soft systems methodology (SSM), Ubuntu philosophy and autopoiesis. The aim of the systems framework was to study the impact of the CSI ICT learning centers in a holistic manner. The framework contributed as follows: the descriptive components of SSM assisted to describe the social systems of interest, in each case. The ubuntu lens helped to portray how the community members supported each other to benefit from the learning centers. Autopoiesis elements showed how the learning centers were able to self-produce and collaborate in order to be sustainable. With the insight of the framework, six guiding principles were derived to inform the successful implementation of future CSI ICT interventions.

Those advocating for technology integration within education claim that teachers need to reform their pedagogic practices to make learning more engaging and relevant. While educational technology researchers claim teachers are primarily responsible for these failures, it seems teachers do not embrace technology unquestionably. This paper aims to develop an understanding of how teachers’ beliefs and professional dispositions (PDs) influence technology use within different social and educational contexts. A set of three interviews were conducted at four South African secondary schools with vastly different social contexts, over different periods of time (before and during COVID) with cross-case analyses. Findings show that the provision of technology does not guarantee integration as use varies amongst teachers within technology-rich schools, with teachers who hold more positive Internal Beliefs (IBs) of technology not only focusing less on External Structure (ES) barriers, but also utilising technology in more varied ways, even to enhance and transform their pedagogic practices. Furthermore, teachers’ PDs seem to exist on a continuum and do not appear to be the sole influencer of technology use, with the context alongside the school’s technology policy and related technology structures influencing teachers’ IBs and resulting technology use. In addition, while mandatory use of technology during COVID led to more positive IBs as teachers understood the value of the technology, this only appears to be true if external structures (ESs) supported the learners as well. Moreover, all teachers expressed their belief that technology is no replacement for face-to-face teaching. Finally, the rich data from the interviews underlined the intricacies of factors influencing the use of technology in classrooms, indicating a need for a meta-theory to gain a holistic understanding of technology use by teachers.

Technological disruption enabled by the internet revolution has resulted in an exponential increase in the growth of new technologies and the resultant technology disruptions in the workplace. Disruptive technologies are changing the rules of competition in organisations. Most chief information officers agree that there could be significant value in utilising new technology to create a competitive advantage in an agile world; however, in practice, the adoption and implementation of newer technology occur relatively slowly. There is very little research on factors influencing strategic IT decisions from a perspective of disruptive technologies. The objective of this study was to investigate critical factors that guide strategic IT decision-making in an agile business context. Using a literature review, various factors that had an influence on strategic IT decision-making in organisations were identified. The factors were extended and confirmed with data from semi-structured interviews resulting in the Framework for IT decision-making and a model for the classification of IT systems, which provide CIOs with comprehensive guidelines to make strategic IT decisions in the midst of disruptive technologies.

Research that employs theory provides a framework and structure in which complex phenomenon, can be understood. While many theories have been developed to study people's technology usage, the plurality of perspectives offered are complex to navigate due to the diverse range of problems and topics addressed and the varied theoretical foundations used. Moreover, when focusing on the integration of technology within educational contexts, studies conducted by researchers with a technology focus mainly explore how and why using technology benefits education. On the contrary, studies driven by educational researchers do not necessarily advocate for technology integration but rather aim to explore the educational issues surrounding the use of technology. While triangulating theories can expand knowledge, selecting the most appropriate and suitable theory is often confusing and overwhelming. This paper is aimed at assisting and guiding researchers with this problem. A hermeneutic approach was followed to review the different theories and models commonly used to study technology acceptance/adoption/use within education, whilst catering for methodological diversity and cross-disciplinary dialogue. The dimensions of aims and purpose, strategy, paradigm, and perspective and value of technology were used to categorise the different theories, with four categories emerging. The review indicates that for researchers with a positivist paradigm, technocentric view, and who aim to predict or prescribe technology use in a normative manner, the categories of technology acceptance/adoption/use theories and education and technology models are most suitable. However, for researchers with an interpretivist paradigm who view technology as an enabler and aim to explain social dynamics of technology adoption in a descriptive manner, the categories of social theories and structuration theories are most appropriate. In addition, the categorisation of theories and the detailed account of the hermeneutic review method can be used to guide future researchers wanting to pursue similar studies.

The University of Pretoria presents an introductory computer and information literacy course to large groups of first-year students. This course was born from the pressure that all students should be computer literate and information literate to diminish the digital divide inequalities. The students come from very diverse socio-economic backgrounds with very different foundational knowledge. Current research shows that an effective way to teach such disparate groups is to match the diversity of students with a variety of instructional modalities. This research reports on the findings from a survey completed by 1 289 computer and information literacy students, to determine if specific students prefer specific learning styles or prefer distinct learning styles for certain curriculum sections. The results reveal that learning styles differ significantly across content areas in digital and information literacy education, such as theory and practicals. In addition, in general, students prefer a variety of different learning styles, which points towards the use of multiple modalities in teaching instead of focusing on individual students’ learning styles.