“VUT, THENSA & USA Fulbright hosted a workshop on ethical AI, highlighting responsible development, education challenges & policy reform in higher education.”
22 September 2025 | Story By: Ngomane Gracious | Picture: Sifiso Nomzaza
3 minutes read time.
On 17 September 2025, the Vaal University of Technology (VUT) hosted a landmark workshop on the ethical use of artificial intelligence (AI). The event, organised in partnership with the Technological Higher Education Network South Africa (THENSA) and the United States of America Fulbright Scholarship Programme, took place at the VUT Conference Centre. It brought together scholars, academics and experts to reflect on the responsibilities and challenges that accompany rapid technological change.
“AI is deliberately designed to progress from theoretical application to practical implementation, and we must embrace this workshop not merely as a formality but as a valuable opportunity,” said Professor Khehla Ndlovu, Vice-Chancellor and Principal of VUT, in his opening remarks.
The keynote presentation was delivered by Professor George Dimitoglou from the Department of Computer Science and Information Technology at Hood College, Maryland, USA. He explored the pervasive presence of AI across industries and its progression through the technology hype cycle. He emphasised AI’s potential to improve processes, spur innovation and enhance decision-making, while warning against the ethical risks it carries. Issues such as bias in algorithms, threats to privacy, and the displacement of jobs due to automation were highlighted as pressing concerns.
“We need an AI that is fair, transparent, more reliable and accountable,” said Professor Dimitoglou, underscoring the importance of ethical safeguards in AI adoption.
The workshop provided participants with a deeper understanding of how AI systems function and encouraged open dialogue about its impact on education. Lecturers expressed concern about assessing student work in an era where AI-generated content is increasingly difficult to distinguish from original research. Broader social issues also emerged in discussion, including poverty, the misuse of data and the ethical dilemmas posed by AI-driven information.
Group activities revealed a shared recognition of AI’s opportunities in higher education. Participants noted that AI could support innovative assessment design, enabling personalised learning, while also enhancing online course delivery and student support. Generative AI was seen as a creative partner in producing ideas and content, and grammar-checking tools were acknowledged as valuable aids in refining academic work. However, participants stressed that students must remain accountable for work submitted with AI assistance.
Policy emerged as a central theme. The group agreed that institutional responses should shift from punitive measures to supportive, educational approaches. They proposed that lecturers clearly specify the nature of each assignment, distinguishing between tasks where AI is prohibited and those where it can be responsibly integrated. Such clarity, they argued, would foster fair practice and responsible AI use.
In his closing remarks, Dr Sehlabaka Motsie, Faculty Research Officer, urged participants to safeguard creativity and critical thinking in the face of technological change. “These qualities remain essential tools in navigating AI’s complexities and ethical challenges,” he said, reminding delegates that technology must always serve humanity, not the other way around.