Beyond Potential: Exploring the Lived Experiences of Artificial Intelligence Usage in Ugandan Universities for Quality Education

The overarching aim of this study was to explore the lived experiences of artificial intelligence usage and its impact on quality education within Ugandan universities. This was realised through a qualitative approach in which views of students and facilitators from Makerere, Kyambogo and Kampala International Universities were gathered using a semi-structured interview guide. The study results show that the impact of artificial intelligence on quality education is multifaceted. Specifically, we noted that students mostly used natural language processing and personalized learning artificial intelligence tools, which include ChatGPT, Quill Bot, SnapAI, Bard, and Questionnaire AI. In particular, students use ChatGPT for information retrieval, learning support and handling research projects. This enhances students’ efficiency and productivity since AI-driven educational platforms are automated and interactive, which allows students to focus on comprehension and critical thinking. However, the integration of artificial intelligence in the education system is likely to bring about job displacement with the potential to uncover users’ privacy, limit students creative thinking and research potential, as well as make them lazier and copycats. Moreover, facilitators exhibit limited awareness and interest in artificial intelligence usage despite the activeness of the student community. Therefore, we recommend that universities provide robust artificial intelligence training to facilitators, empower them to leverage artificial intelligence tools in teaching, and develop ethical guidelines to inform Artificial Intelligence usage. Universities should also provide a reliable internet connection and develop a policy to regulate artificial intelligence usage.