Integrating ChatGPT in teaching: Enhancing critical thinking and ethical awareness in South African students

This study examines the integration of ChatGPT into two Bachelor of Commerce modules at a Historically Disadvantaged Institution in South Africa. It explores how generative AI can enhance learning by promoting critical thinking, engagement, and ethical awareness. Using an autoethnographic approach, two lecturers reflected on an assignment where students generated responses with ChatGPT, compared them to course materials, and evaluated ethical implications. Data were analysed using Connectivism Theory. Findings show that ChatGPT supported critical evaluation of content, encouraging students to assess accuracy and relevance. However, students demonstrated limited ethical awareness, raising concerns about academic integrity, bias, and over-reliance on AI. The study concludes that while ChatGPT can enhance engagement in resource-constrained contexts, its effective use requires structured guidance, ethical integration, and improved digital access in higher education.