Presented at the Faculty of Education’s postgraduate conference on 2 October 2026, the studies by Nandi Xolile Khubeka, Thabiso Hlahla, and Happy Tsholofelo Kayane examine challenges teachers encounter in South African classrooms.
Khubeka, who is pursuing a Doctor of Philosophy with a specialisation in Subject Education in Languages, is investigating how tools such as ChatGPT and Meta AI could support English First Additional Language (EFAL) writing instruction in township secondary schools in Soweto.
Her interest stems from her experience as an English teacher, where she observed learners struggling with grammar, sentence construction, vocabulary, and organising ideas in writing.
AI tools can offer feedback and support with these skills, but Khubeka notes that research into their use in Soweto’s EFAL classrooms remains limited. Her study is still at the proposal stage. The literature she has reviewed raises concerns about unequal access to technology, teacher training, data privacy, and learners becoming too dependent on AI-generated work.
Hlahla is examining AI use among Grade 10 Accounting teachers in the Mangaung Metropolitan area as part of his Master of Education in Curriculum Studies. His study has not yet reached data collection. He wants to establish how teachers assess their own ability to use AI and what knowledge, skills, and professional support they need.
Prof Vasu Reddy, Deputy Vice-Chancellor: Research, Innovation and Postgraduate Studies, who celebrates the work of the postgraduate students, says, “The future classroom will not be defined by algorithms alone, even if it is the trend in current thinking. It will be defined by how wisely we connect technology, human judgment, capabilities, and social purpose. AI has already entered many classrooms as a tool, but it can never replace the human curiosity, imagination, and critical thinking that defines creativity and intellectual growth. It is also important whether we can shape its use in ways that expand opportunity, deepen learning, and build responsible societal futures."
Reading instruction in rural schools
The programme provides daily lesson plans and resources to develop reading comprehension, phonics, vocabulary, and writing. Kayane’s own experience has raised questions about how easily it can be implemented in practice.
She identifies limited printing facilities and teaching time, difficulties covering the curriculum, and uncertainty during the transition from annual teaching plans to the PSRIP as challenges. Some learners also struggle with basic reading and writing.
Support from fellow teachers, workshops, and school management teams has helped Kayane work with the programme. Her research examines how teachers interpret and use the prescribed resources, and what helps or hinders implementation in rural schools.
The three projects address different classroom concerns, but each examines how teachers work with the tools and programmes available to them. Their research seeks to build a clearer understanding of what happens in practice, including where teachers may need additional training, guidance, or resources.
“Teachers remain the architects of learning. Reading is the gateway to all learning. It is not merely a literacy skill. It is the bridge between information, interpretation, and understanding. When teachers strengthen reading instruction, they are not simply teaching a skill; they are building the foundation upon which all future learning, innovation, and opportunity depend,” observed Prof Reddy.