Authors:
Daniel L. Mpolomoka, Paul Jose Palathingal, Christine Mushibwe, Attridge Mwelwa, Emily Kamizi
Addresses:
Department of Academic Affairs, Unicaf University Zambia, Lusaka, Zambia. Department of Commerce, Tharananellur Arts and Science College, Thrissur, Kerala, India. School of Education, Humanities and Social Sciences, Unicaf University Zambia, Lusaka, Zambia. School of Business and Management, Unicaf University Zambia, Lusaka, Zambia. Department of Research and Innovation Centre (RIC), Unicaf University Zambia, Lusaka, Zambia.
Abstract:
This study interrogates how Artificial Intelligence (AI) affects student ingenuity in Zambian higher education institutions. Employing a mixed-methods approach, the research integrates qualitative and quantitative methods, including in-depth interviews, surveys, and institutional document analysis, to capture the perspectives of students, lecturers, and educational technologists. A purposive sample of participants from various academic disciplines provided rich, contextually grounded data on AI’s role in fostering creativity, critical thinking, and problem-solving skills. Thematic findings highlight that AI-powered research tools have significantly enhanced innovation by enabling students to analyse large datasets, identify complex patterns, and engage in interdisciplinary collaboration. Additionally, AI-driven learning platforms have helped bridge the STEM skills gap by offering personalised feedback, adaptive problem-solving exercises, and coding simulations, thereby enhancing technical proficiency. The study further reveals that AI-supported personalised learning models have improved student engagement and self-directed learning by tailoring educational content to individual needs. Moreover, AI-driven accessibility tools have played a crucial role in fostering inclusivity for students with disabilities, ensuring equitable participation in academic activities. However, despite these advancements, challenges remain regarding the equitable adoption of AI, ethical concerns, and the need for standardised evaluation frameworks to assess its long-term impact on student ingenuity.
Keywords: Artificial Intelligence (AI); Student Ingenuity; Higher Education; Personalised Learning; STEM Education; Creativity and Innovation; Critical Thinking; Inclusivity and Accessibility.
Received: 17/06/2024, Revised: 05/09/2024, Accepted: 31/10/2024, Published: 05/12/2025
DOI: 10.64091/ATITL.2025.000216
AVE Trends in Intelligent Techno Learning, 2025 Vol. 2 No. 2 , Pages: 55-70