Opportunities, Benefits, and Challenges of Using Artificial Intelligence in the Teaching and Learning of IsiXhosa Poetry
Main Article Content
Keywords
IsiXhosa poetry, Artificial Intelligence, Cultural-Historical Activity Theory (CHAT), Mediated learning, Systematic Literature Review
Abstract
IsiXhosa poetry holds significant potential for cultivating critical thinking, creativity, and problem-solving skills. However, its pedagogical implementation is often hindered by reliance on rote learning and lecture-based instruction, which restricts the higher-order cognitive engagement required for interpreting poetry. Cultural-Historical Activity Theory (CHAT) provides a useful framework for analysing this pedagogical tension by viewing teaching and learning as mediated activity systems involving subjects (students and educators), tools (instructional technologies), rules, community, and division of labour. Guided by CHAT, this study investigates how artificial intelligence (AI) can function as a mediating tool within the isiXhosa poetry learning activity system, identifying its opportunities, benefits, and contradictions. A systematic literature review synthesised global scholarship on AI in education, higher education, and language education to identify AI tools that could be integrated into isiXhosa poetry pedagogy. Studies were analysed through the lens of CHAT to evaluate the transformative potential and systemic tensions arising from AI adoption. The study provides a framework for selecting and integrating AI tools in isiXhosa poetry instruction, and it offers evidence-based recommendations for educators and policymakers to support the responsible adoption of AI in African-language literature education.
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References
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Barikzai, S., Bharathi, V., & Perdana, A. (2024) ‘Challenges and strategies in e-learning adoption in emerging economies: a scoping review’, Cogent Education, 11(1), 1-23. https://doi.org/10.1080/2331186X.2024.2400415
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Cong-Lem, N. (2022). ‘Vygotsky’s, Leontiev’s and Engeström’s Cultural Historical (Activity) Theories: Overview, clarifications and implications’. Integrative Psychological and Behavioral Science, (2022)56, 1091-1112. https://doi.org/10.1007/s12124-022-09703-6
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Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Tokyo: Orienta-Konsultit.
Engeström, Y. (1999). Perspectives on activity theory. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511812774
Engeström, Y. (2001). ‘Expansive learning at work: Toward an activity theoretical reconceptualization’, Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747
Engeström, Y., & Sannino, A. (2010). ‘Studies of expansive learning: Foundations, findings and future challenges’, Educational Research Review, 5(1), 1-24. https://doi.org/10.1016/j.edurev.2009.12.002
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Fitria, T. N. (2023). ‘The use of artificial intelligence in education (AIED): Can AI replace the teacher’s role?’, Epigram, 20(2), 165-187. https://doi.org/10.32722/epi.v20i2.5711
Fleming, N. D., & Mills, C. (1992). ‘Not another inventory, rather a catalyst for reflection’, To Improve the Academy: A Journal of Educational Development, 11, 137-155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
Gxekwa, N. & Satyo, N. (2017). ‘The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase: Grade R-3’, South African Journal of Childhood Education, 7(1), 1-7. https://doi.org/10.4102/sajce.v7i1.530
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). ‘Trends, Research Issues and Applications of Artificial Intelligence in Language Education’, Educational Technology & Society, 26(1), 112-131. https://doi.org/10.30191/ETS.202301_26(1).0009
Iqbal, N., & Pearl, J. (2024). Harnessing AI tools for critical thinking: ChatGPT’s impact on teaching strategies and education integration. Available at: https://doi.org/10.13140/RG.2.2.18034.31682 https://www.researchgate.net/publication/382399833 [Accessed 20 February 2025].
Jaxa, N. P. (2024). ‘Pedagogical stylistics: Teaching isiXhosa poetry at further education training phase using text world theory approach’, Journal of Culture and Value\s in Education, 7(1), 118-133. https://doi.org/10.46303/jcve.2024.8
Javed, F. (2024). The evolution of Artificial Intelligence in teaching and learning of English language in higher education: challenges, risks, and ethical considerations. In: M. Lytras, A. Alkhaldi, S. Maalik, A. C. erban, and T. Aldosemani (eds). The Evolution of Artificial Intelligence in Higher Education: Challenges, risks, and ethical consideration. (271-300). Leeds: Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241015
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Khan, S. (2020). ‘Why and how to use a poem in ELT classroom’, International Online Journal of Education and Teaching (IOJET), 7(3). 803-809. https://iojet.org/index.php/IOJET/article/view/807
Le, A. N., Nguyen, V. N., Nguyen, M. T., & Bo, L. K. (2024). In S. Papadakis (ed), IoT, AI, and ICT for Educational Applications: Technologies to Enable Education for All. (51-76). EAI/Springer Innovations in Communication and Computing. Available at: https://doi.org/10.1007/978-3-031-50139-5. Accessed: July 10, 2025.
Leontiev, A. N. (1978). Activity, consciousness, and personality. New Jersey: Prentice-Hall.
Li, N. (2023). Ethical considerations in Artificial Intelligence: A comprehensive discussion from the perspective of computer vision. SHS Web of Conferences, 179, 04024. https://doi.org/10.1051/shsconf/202317904024
Makeleni, S., Dlamini, T., & Ncube, P. (2023). ‘AI in higher education: Plagiarism, learning, and ethical challenges’, Journal of Learning Analytics and Educational Technology, 8(3), 115-130.
Makeleni, S., Mutongoza, B., & Linake, M. (2023). Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities. Journal of Culture and Values in Education, 6(2), 158-171. https://doi.org/10.46303/jcve.2023.14
Makhenyane, L. E. (2024). ‘The use of augmented reality in the teaching and learning of isiXhosa poetry’, Journal of the Digital Humanities Association of Southern Africa, 5(1). https://doi.org/10.55492/dhasa.v5i1.5023
Mbambo, K. & Hlabisa, M.V. (2024). ‘South African rural high school teachers’ experiences of teaching English poetry’, Journal of Education, (97), 261-281. https://doi.org/10.17159/2520-9868/i97a13
Mellor, N. (2024). Using AI to develop capabilities in Arab universities. In: A. Al-Marzouqi, A. A. Salloum, M. Al-Saidat, A. Aburayya, & B. Gupta (eds.). Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom. (247-258). Cham: Springer. https://doi.org/10.1007/978-3-031-52280-2
Mishra, P., Gupta, R., & Reddy, A. (2024). ‘Automated formative feedback in higher education: A systematic review of AI-driven assessment tools’, Education and Information Technologies, 29(2), 2341-2360.
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Japanese Pharmacology and Therapeutics, 1(4), 1-9. https://doi.org/10.1186/2046-4053-4-1
Molgadali, M., Osmanova, Z. & Nurgaziyev, T. (2024). ‘A Meta-Analysis of the Impact of Innovative Poetry Teaching Methods on Reading, Writing, and Comprehension Skills’, Journal of Social Studies Education Research, 15(5), 169-195.
Monika, M. (2019). ‘Effective Teaching Of Poetry Through Blended Learning Using Multimedia Technology’, Think India (Quarterly Journal), 22(07), 21-25.
Ngubane-Mokiwa, S., & Letseka, M. (2023). ‘Digital pedagogies and inclusive participation in South African universities: An activity theory perspective’, South African Journal of Higher Education, 37(4), 85-99.
Ou, A. W., Stӧhr, C. & Malmstrӧm, H. (2024). ‘Academic communication with AI-powered language tools in higher education: From a post-humanist perspective’, System, 121(2024), 1-14. https://doi.org/10.1016/j.system.2024.103225
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., Moher, D. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi:10.1136/bmj.n71
Purssell, E. and McCrae, N. (2024). How to perform a systematic literature review: A guide for health and social care researchers, practitioners and students (2nd ed.). Cham: Springer. https://doi.org/10.1007/978-3-031-71159-6
Qazi, S., Kadri, M. B., Naveed, M., Khawaja, B. A., Khan, S. Z., Alam, M. M., and Su’ud, M. M. (2024). Computers, Materials & Continua, 80(2), 3289-3314. https://doi.org/1032604/cmc.2024.048893
Rahma, T., & Irianti, L. (2024). ‘Utilizing Quizzes on the Duolingo to Promote Students Vocabulary Mastery’, Journal of English Education Program (JEEP), 11(2), 167-174. https://doi.org/10.25157/(jeep).v11i2.15564
Reid, J. M. (1987). ‘The learning style preferences of ESL students’, TESOL Quarterly, 21(1), 87-111. https://doi.org/10.2307/3586356
Riaz, M. & Din, M. (2023). ‘Collaboration as 21st century learning skill at undergraduate level’, Sir Syed Journal of Education & Social Research, 6(1), 93-99. https://doi.org/10.36902/sjesr-vol6-iss1-2023(93-99)
Roth, W.-M., & Radford, L. (2010). Re/thinking the zone of proximal development (ZPD): A dialectical perspective. Mind, Culture, and Activity, 17(4), 299-307. https://doi.org/10.1080/10749030903338509
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Jan 22, 2026
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Opportunities, Benefits, and Challenges of Using Artificial Intelligence in the Teaching and Learning of IsiXhosa Poetry. (2026). Digital Policy Studies, 4(1), 84-103. https://doi.org/10.36615/xhzfd484
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How to Cite
Opportunities, Benefits, and Challenges of Using Artificial Intelligence in the Teaching and Learning of IsiXhosa Poetry. (2026). Digital Policy Studies, 4(1), 84-103. https://doi.org/10.36615/xhzfd484
