Rethinking assessment in the age of generative AI: A systematic literature review of African higher education

Abstract

Artificial intelligence (AI), especially generative tools like ChatGPT, GitHub Copilot, and Google Bard, is rapidly transforming higher education. In African universities, this shift has intensified discussions around academic integrity and the future of assessment. Moving beyond detection tools and prohibitive strategies, many educators are now exploring how to redesign assessments to better align with AI-enhanced learning. This study conducts a systematic literature review, guided by PRISMA 2020 standards, to examine empirical research published between 2023 and 2025 on how African higher education is adapting to the rise of generative AI. A targeted search of academic databases and regional journals yielded ten relevant studies, mainly from Nigeria and South Africa, employing methods such as surveys, interviews, and case studies. Key findings highlight a significant disconnect between students' frequent use of AI tools and educators’ awareness or preparedness. Faculty views were varied—ranging from concerns about potential misuse to openness toward integrating AI to improve learning and feedback. Strategies reported in the literature include designing assignments that require critical reflection, using AI collaboratively, and promoting transparency in AI use. Two core themes emerged: the urgent need for capacity building among educators and students, and the pedagogical value of emphasizing process-based learning over rote completion. Despite limitations like small samples and shifting policy landscapes, the review suggests that AI-inclusive assessment approaches can foster originality, higher-order thinking, and academic resilience in African higher education. Future research should evaluate the long-term impacts of these evolving practices.