Generative Artificial Intelligence Policy for Academic Literacy in South African Higher Education

As artificial intelligence (AI) models become widespread, South African universities need policies that balance access and uphold standards. Literature shows generative AI offers opportunities like personalised support, but risks like plagiarism require addressing. Current university guidance focuses narrowly on misconduct, not innovation. Principles proposed for policies include recognising AI's value if governed well; developing inclusive policies through participation; regular updating as AI advances rapidly; effectively communicating policies; anticipating AI's impact across teaching, learning, research, and assessment; and partnering between universities and AI companies. Case studies show involving stakeholders is vital. Comprehensive policies outlining ethical use across contexts are lacking. Guidance tends to emphasise constraints, not possibilities. However, responsible leveraging can expand access without compromising literacy development. This needs evidence-based governance upholding enduring educational values amid emerging tools.