GenAI in Higher Education

Professor Upasana Singh is the Academic Leader and Associate Professor in Information Systems and Technology at the University of KwaZulu-Natal, Durban, and an Adjunct Senior Lecturer at the Victorian Institute of Technology, Australia. With a Ph.D. from the University of South Africa and over 15 years of teaching experience, she specializes in IT-related subjects and Educational Technologies. Professor Singh has an extensive publication record, including books, journal articles, and conference papers, contributing significantly to digital teaching, learning, and assessment. As Chair of the digiTAL2K conference, she promotes global collaboration in educational technologies. Her research, particularly during the pandemic, has been instrumental in guiding online learning transitions, with a focus on quality assurance and gender-specific models. She has received numerous accolades for her leadership and contributions to digital education, including the Distinguished Teachers Award and recognition from ASCILITE’s Women in Academic Leadership initiative

• 1. Reimagining Academic Publications: A Meta-Model for Scholarly Writing with Large Language Models2. Embedding Ethical Generative AI in Higher Education: FAIRSPOT and TPACK-AI Integrator Frameworks3. Applications, challenges and opportunities of AI integration in STEM education4. Navigating the Dark Side of AI in Academia: Case Studies and Strategies for Ethical Safeguards5. Ai-Assisted Learning in Research Education: Considerations for Ethical Integration of Digital Pedagogy to Develop And Refine Research Problem Statements6. Artificial Intelligence in Higher Education: Insights from a Bibliometric Perspective7. The International AI Talent Pipeline: How US Historically Black Colleges and Universities Can Promote African Workforce Development8. Befriending the Technological Hydra: Ethical AI Navigation in Teacher Education9. Bridging Policy and Practice in Competency-Based Education – Aligning with Educational Agenda 203010. How can AI literacy work in tandem with decolonisation efforts to produce more equitable educational outcomes?11. Human-Centered and Responsible AI: Emphasizing Transparency, Accountability, and Inclusivity in Educational Systems12. Generative AI in Curriculum Design: Advancing or Undermining Decolonisation Efforts?13. Appreciating oral assessments “more” in the postplagiarism era14. Global Perspectives on Generative AI in Higher Education: Comparative Analysis of Ethical Adoption, Policy, and Stakeholder Roles15. Rethinking Assessment in the Age of AI: Towards Authentic and AI-Resilient Practices16. Ethical Challenges of Generative AI in Academia: Addressing Misuse Through Policy and Practice17. The African technological puzzle: Decolonisation, AI, education, equity, and equality18. Socially responsive teaching strategies and AI: Three academic developers’ insider perspectives19. The perks and perils of artificial intelligence on the digital divide20. Redefining Instructor Roles and Responsibilities in the Era of Generative AI21. A synthesis of the applications and implications of AI in STEM education – Scope for the future22. A Framework to Enhance Ethical Generative Artificial Intelligence Use in Academia23. An Ethical Code of Conduct: Inculcating Gen-AI Ethics into the everyday learner24. From Tutor to Test: A New Framework for AI Literacy That Preserves Critical Thinking25. Mind the Gap: Practice-Based Insights on Bridging the Digital Divide through Accessible and Intentional Generative Artificial Intelligence Integration 26. Ethical integration of Generative AI (GAI) in higher education