Investigating the use of Artificial Intelligence (AI) Tools in Blended Learning for ECP Students Post-COVID-19: Case Study Rural University in Eastern Cape

Authors

  • Oluwatosin Bamigboye University of Fort Hare Author
  • Ninanna Amahle University of Fort Hare image/svg+xml Author
  • Siphokazi Mayekiso University of Fort Hare image/svg+xml Author
  • Sihle Zulani University of Fort Hare image/svg+xml Author

Keywords:

Blended learning, artificial intelligence, extended curriculum programme, post-COVID-19

Abstract

The role of artificial intelligence (AI) tools in blended learning has become increasingly significant in the post-COVID era. However, challenges were identified in implementing AI integration in the educational sector, which include integration with existing learning management systems, technological literacy, and data security and privacy. The integration of AI tools in blended learning has the potential to revolutionise education in the post-COVID era. The aim of this study is to investigate the use of artificial intelligence (AI) in blended learning for Extended Curriculum Program (ECP) students at the historically disadvantaged institution in the Eastern Cape in the post-COVID-19 era. This research employs qualitative methods as its adopted methodology, involving interviews with final-year ECP students for data collection through focus group discussions. Therefore, the collected data is analysed using NVivo Software to examine the findings. The findings consist of students' use of AI tools for learning and general experiences with AI usage. Furthermore, leveraging AI, educators can create more personalised, engaging, and effective learning experiences that cater to the diverse needs of students. In conclusion, it is crucial to address the challenges associated with AI implementation as mentioned above. In addition, it is better to ensure that all tools are used responsibly and ethically to enhance education more effectively rather than hinder it in the post-pandemic world.

Author Biographies

  • Oluwatosin Bamigboye, University of Fort Hare

    Dr Oluwatosin Bamigboye is a Lecturer of Information Systems in the Department of Business Innovations and Entrepreneurship at the University of Fort Hare, Alice, South Africa. He holds a PhD in Information Systems and Technology from University of KwaZulu-Natal, Durban. His research interests span from ICT for Development (ICT4D), ICT in Education, Design Science Research, Ontology engineering, E-learning, Human–Computer Interaction, and Semantic Artificial Intelligence. He is an active researcher who has presented his scholarly work at both national and international academic conferences.

  • Ninanna Amahle, University of Fort Hare

    Miss Amahle Ninana is a PhD candidate, lecturer, and researcher at University of Fort Hare. She holds a Master of Commerce in Economics from the same institution. Her research interests lie in development economics, with a particular focus on examining economic conditions and the well-being of people in low- and middle-income countries. In her role as a lecturer, she also conducts research on teaching and learning, with special emphasis on the Extended Curriculum Programme (ECP).

  • Siphokazi Mayekiso, University of Fort Hare

    Ms Sipokazi Mayekiso is an Economic Lecturer in the Accounting, Economics, and Finance department at the University of Fort Hare, East London, South Africa. She holds a master’s degree in economics from the University of Fort Hare and a PhD candidate. Her research interests are primarily focused on Transport Economics, Macroeconomics, Development Economics, and Education Economics. She is an emerging researcher who has presented in conferences nationally and seminars within the department, sharing her insights and engaging in discussions with fellow academics.

  • Sihle Zulani, University of Fort Hare

    Ms Sihle Zulani is a lecturer in Economics in the Department of Accounting, Economics and Finance at the University of Fort Hare, East London, South Africa. She holds a master’s degree in economics from the University of Fort Hare and is currently a PhD candidate. Her research focuses on finance in township contexts, household savings, and investment behavior. An emerging

    researcher, she has presented her work at local academic conferences and looks forward to presenting at international conferences as her research progresses.

References

Ahmad, S. F., Rahmat, M. K., Mubarik, M. S., Alam, M. M., & Hyder, S. I. 2021. Artificial intelligence and its role in education. Sustainability, 13(22), 12902.

Akinwalere, S. N., & Ivanov, V. (2022). Artificial Intelligence in Higher Education: Challenges and Opportunities. Border Crossing, 12(1), 1–15. https://doi.org/10.33182/bc.v12i1.2015

Alamri, H. A., Watson, S., & Watson, W. (2021). Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education. TechTrends, 65(1), 62–78. https://doi.org/10.1007/s11528-020-00530-3

Alharahsheh, H.H. and Pius, A., 2020. A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), pp.39-43.

Caga, N.P., 2020. LECTURERS' PERSPECTIVES ON THE USE OF BLACKBOARD AS A LEARNING SUPPORT TOOL: A CASE OF A UNIVERSITY IN SOUTH AFRICA. In EDULEARN20 Proceedings (pp. 9089-9093). IATED.

Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). International Forum of Educational Technology & Society Two Decades of Artificial Intelligence in Education. Technology & Society, 25(1), 28–47. https://doi.org/10.2307/48647028

Dewa, A., & Tshidi, M. (2025). REVIEW OF AI IN TRANSFORMING LEARNING ENVIRONMENTS FOR SUSTAINABLE DEVELOPMENT: A CASE OF SOUTH AFRICAN SCHOOLS.

Funda, V., Bamigboye, O., & Bamigboye, F. (2025). Artificial Intelligence: Experiences of Students on AI tools Usage for Educational Development. EDUCATIO: Journal of Education, 9(1), 1-14.

Halaweh, M. A. S. 2023. Intelligent Information Systems: The'humanate'role of artificial intelligence in information systems. Ajman Journal of Studies & Research, 22(2).

Hlophe, L. S., Nqakaza, B. G., & Tjebane, M. M. (2025, December). The Evolution of Blended Learning in Higher Education: A Mixed-method Approach. In The Focus Conference (TFC 2025) (pp. 84-96). Atlantis Press.

Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning.

Kako, N.A. and Abdulazeez, A.M., 2022. Peripapillary Atrophy Segmentation and Classification Methodologies for Glaucoma Image Detection: A Review. Current Medical Imaging, 18(11), pp.1140-1159.

Kelly, S., Kaye, S.A. and Oviedo-Trespalacios, O., 2023. What factors contribute to the acceptance of artificial intelligence? A systematic review. Telematics and Informatics, 77, p.101925.

Lainjo, B., & Tmouche, H. (2023). The Impact of Artificial Intelligence on Higher Learning Institutions. In the International Journal of Education, Teaching, and Social Science (Vol. 3, Number 2).

Machii, J., Murumba, J., & Micheni, E. (2021). Predictive Analytics and Artificial Intelligence in Blended Learning: A New Dawn for Institutions of Higher Learning. www.IST-Africa.org/Conference2021

Mahaye, N. E. (2020). The Impact of COVID-19 Pandemic on Education: Navigating Forward the Pedagogy of Blended Learning. 2–23.

Megbowon, F. K., Palesa, M. K., Bongiwe, K., & Sipokazi, M. 2023. Challenges of first-year extended curriculum Programme students at a University in South Africa. International Journal of Learning, Teaching and Educational Research, 22(4), 178-194.

Mogoale, P., Pretorius, A., Mogase, R., & Segooa, M. (2025). Integrating artificial intelligence within South African higher learning institutions. South African Journal of Information Management. https://doi.org/10.4102/sajim.v27i1.1939

Mhlanga, D. (2021). The fourth industrial revolution and COVID-19 pandemic in South Africa: The opportunities and challenges of introducing blended learning in education. Journal of African Education, 2(2), 15.

Naqvi, A. 2020. AI-government versus e-government: how to reinvent government with AI? Handbook of Artificial Intelligence and Robotic Process Automation: Policy and Government Applications, 97.

Ntsobi, M. P., & Mwale, B. J. (2024). Revolutionizing teaching and learning through AI: A case study of South Africa. Asian Journal of Social Science and Management Technology, 6(5), 2313-7410.

Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. 2023. Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307.

Özer, M. (2024). Potential Benefits and Risks of Artificial Intelligence in Education. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 232–244. https://doi.org/10.14686/buefad.1416087

Park, Y., & Doo, M. Y. 2024. Role of AI in Blended Learning: A Systematic Literature Review. International Review of Research in Open and Distributed Learning, 25(1), 164-196.

Peterson, J.S., 2019. Presenting a qualitative study: A reviewer’s perspective. Gifted Child Quarterly, 63(3), pp.147-158.

Phokoye, S., Epizitone, A., & Moyane, S. (2025). A review of emerging AI technologies in education: challenges and benefits in South Africa. International Journal of Research in Business and Social Science (2147- 4478), 14(7), 528–536. https://doi.org/10.20525/ijrbs.v14i7.4374

Rangel-de Lazaro, G., & Duart, J. M. 2023. You can handle, you can teach it: Systematic review on the use of extended reality and artificial intelligence technologies for online higher education. Sustainability, 15(4), 3507.

Sanders, D. A., & Mukhari, S. S. (2024). Lecturers’ perceptions of the influence of AI on a blended learning approach in a South African higher education institution. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00235-2

Vasconcelos, H., Jörke, M., Grunde-McLaughlin, M., Gerstenberg, T., Bernstein, M. S., & Krishna, R. 2023. Explanations can reduce overreliance on ai systems during decision-making. Proceedings of the ACM on Human-Computer Interaction, 7(CSCW1), 1-38.

Vázquez-Parra, J. C., Henao-Rodríguez, C., Lis-Gutiérrez, J. P., & Palomino-Gámez, S. 2024. Importance of University Students’ Perception of Adoption and Training in Artificial Intelligence Tools. Societies, 14(8), 141.

Wardat, Y., Tashtoush, M., AlAli, R., & Saleh, S. 2024. Artificial intelligence in education: mathematics teachers’ perspectives, practices and challenges. Iraqi Journal for Computer Science and Mathematics, 5(1), 60-77.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39).

Downloads

Published

2026-05-18

Data Availability Statement

Data will be availble upon request

Issue

Vol. 2 (2026): Innovative Journal of African Education

Section

Articles

License

Copyright (c) 2026 Oluwatosin Bamigboye, Ninanna Amahle, Siphokazi Mayekiso, Sihle Zulani (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Investigating the use of Artificial Intelligence (AI) Tools in Blended Learning for ECP Students Post-COVID-19: Case Study Rural University in Eastern Cape. (2026). Innovative Journal of African Education, 2. https://ijae.wsu.ac.za/ijae/index.php/ojs/article/view/26

Most read articles by the same author(s)