Vol. 1 No. 1 (2025)

Articles

The Contribution of Generative Artificial Intelligence to Higher Education in Mozambique

Published 2025-06-10

  • Sozinho Manjor
    • ,
  • Bruno Gonçalves

Sozinho Manjor
Faculdade de Educação e Comunicação, Universidade Católica de Moçambique (UCM), Nampula 3100, Mozambique.

Bruno Gonçalves
Centro de Investigação em Educação Básica, Instituto Politécnico de Bragança Campus de Santa Apolónia, Bragança 5300-856, Portugal.

Abstract

The rise of Generative Artificial Intelligence (GAI) is transforming the teaching and learning process, reshaping the traditional relationship between students and educators. Tools like ChatGPT enable real-time generation of texts, images, videos, and responses, fostering more personalized, interactive, and accessible learning experiences. However, alongside these benefits, significant challenges emerge—such as inaccuracies in generated content, student overreliance on AI, and a decline in critical thinking. Many learners tend to accept AI outputs uncritically, which may compromise learning quality. In this evolving educational landscape, educators are no longer faced with the choice of whether to use these tools, but rather how to integrate them ethically, responsibly, and pedagogically. This study aims to explore the role of GAI in higher education, examining its contributions to the teaching and learning process. A qualitative approach was adopted through a structured literature review. The research included peer-reviewed articles from databases such as Google Scholar, Scopus, SciELO, and Web of Science, as well as reports from international conferences. Findings indicate that GAI is increasingly used in higher education for academic writing, research support, audiovisual content creation, and independent study. The study concludes that, when guided by sound pedagogical practices, GAI can enhance learning by promoting autonomy, personalization, and engagement.

Keywords

Generative Artificial Intelligence, Higher Education, Personalized Learning, Educational Technology, Digital Ethics

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